ERIC Number: ED254826
Record Type: RIE
Publication Date: 1985-Mar
Reference Count: 0
Support for Reading and Writing as Shared Developmental Processes.
While reading and writing are both language processes and a natural relationship between the two could be assumed, they have generally been studied and taught separately--one as a production process and the other as a reception process. There has recently been increased interest in the relationship in the education community. The source of this interest seems to be changed conceptualizations of the knowledge required and the thinking involved in both processes. Attempts to describe the relationship are still fragmented, but some cogent theories have been formed. One of these theories is that both reading and writing are meaning composing processes, and the other theory is that experience in one process has an impact on the other. Research studies either have been correlational or have sought to examine the impact of one process on the other. Research results suggest that there are some benefits from teaching reading and writing together, provided instruction is given in both with the intent of building on their similarities. Results have also shown that replacing isolated grammar study with reading in a writing class is beneficial. A review of existing research might lead to the conclusion that there is theoretical and empirical support for teaching reading and writing together. It is important to remember, however, that there is not yet a comprehensive description of the relationship between the two and that much more research needs to be done. (FL)
Publication Type: Opinion Papers; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship; Theory Practice Relationship
Note: Paper presented at the Annual Meeting of the Western College Reading and Learning Association (18th, Denver, CO, March 28-31, 1985).