ERIC Number: ED251841
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Writing for Reading: Will Resistant Readers Teach Each Other? Classroom Research Study No. 7.
This monograph presents the case study of four fifth grade boys involved in a writing program designed to teach reading skills and to address the following questions: (1) Are reading and writing really related in any practical sense? (2) What effects might humane, process-oriented writing instruction have on student achievement, self-esteem, and attitude to language? and (3) If students who receive such instruction do improve as writers, will they also improve as readers? The monograph reflects each boy's efforts to produce first, second, and further drafts to expand and clarify his original intent, and concludes with the teacher's discussion of the learning success of each student. (HOD)
Descriptors: Academic Achievement, Attitude Change, Case Studies, Educational Theories, Grade 5, Intermediate Grades, Reading Improvement, Remedial Reading, Self Esteem, Student Attitudes, Teacher Role, Writing Difficulties, Writing Improvement, Writing Instruction, Writing Processes, Writing Research
Publications Department, Bay Area Writing Project, 5635 Tolman Hall, School of Education, University of California, Berkeley, CA 94720. Request "Publications for Teachers" for ordering information.
Publication Type: Books; Reports - Research
Education Level: N/A
Sponsor: National Endowment for the Humanities (NFAH), Washington, DC.; Carnegie Corp. of New York, NY.
Authoring Institution: California Univ., Berkeley. School of Education.
Identifiers: National Writing Project; Reading Writing Relationship; Theory Practice Relationship
Note: Prepared through National Writing Project. For a related document, see CS 208 683.