ERIC Number: ED240542
Record Type: RIE
Publication Date: 1983-Oct
Reference Count: 0
What Happens to Writing Apprehension in a Reading Class?
A study investigated whether reading ability is a significant factor in the level of student writing apprehension and whether writing apprehension is reduced as reading skills improve. Subjects were 49 college freshmen enrolled in a reading improvement course that was directed toward learning in three domains: (1) cognitive--knowledge, synthesis, and application of reading skills; (2) psychomotor--actual reading; and (3) affective--reading as an enjoyable, nonthreatening experience. Instruments used in the study were the Nelson-Denny Reading Test, which was administered both at the beginning and at the end of the course, and the writing Apprehension Test, which was administered during freshmen orientation experiences before enrollment. Results indicated that reading ability contributed to low apprehension and lack of reading ability to high writing apprehension, which, in turn, kept anxious writers from effective reading. The findings suggest that improvement in one area will lead to improvement in the other, and that any experience with language that brings a student to a more intimate, comfortable station with words will transfer skill to the entire spectrum of language. (A copy of the Writing Apprehension Test is appended.) (FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship
Note: Paper presented at the Annual Meeting of the South Central Modern Language Association (Fort Worth, TX, October 27-29, 1983).