ERIC Number: ED243134
Record Type: RIE
Publication Date: 1984-Mar
Reference Count: 0
The Effect of Combined Reading-Writing Instruction on the Composing Processes of Basic Writers: A Descriptive Study.
Reagan, Sally Barr
A study of students in a linked reading/writing course team-taught by a reading instructor and a writing instructor was conducted to describe the effects of reading instruction upon the composing processes of freshman basic writers. Data were collected from direct observation, interviews, writing samples, and audio- and video-tapes of composing. Data were analyzed for the entire class, for an intermediate group of low, medium, and high ability students, and for two students as case studies. The findings indicated that as a result of one semester of combined reading/writing instruction, (1) students' reading scores improved slightly but not significantly, (2) subjects' writing proficiency improved significantly, and (3) students improved their composing process, their conception of the composing process, and their perceptions of themselves as writers. However, the study also demonstrated that instruction alone is not sufficient to effect change. Numerous other factors, such as course content and structure, motivation, attitude toward oneself and toward literacy, family and educational background and the instructor's role and attitude toward the students and the subject, are also highly influential. (HTH)
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 Conference on College Composition and Communication (35th, New York City, NY, March 29-31, 1984).