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ERIC Number: ED341258
Record Type: RIE
Publication Date: 1991-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
The Reading/Writing Relationship: A Pedagogical Study.
Johnson, Patricia
The relationship between the reading comprehension and writing production of non-English speakers was examined in an exploratory study to determine whether knowledge gained through reading academic texts can facilitate the writing of compositions. The 10 subjects were enrolled in a developmental English-as-a-Second-Language (ESL) university-level class. Self-report sessions were conducted for seven compositions during a 15-week semester. An examination of the transcripts of the recorded sessions suggests that the effects of knowledge gained from reading instruction on expository writing can be categorized as follows: information or comprehension of the concepts of the reading passage; process or adoption of the method of organization of information in the passage; and transaction or awareness of the reader/writer relationship. Although the boundaries between these categories sometimes merge, the writer's ability to use and organize information obtained from reading a passage is supported by the transcribed self-report sessions. The implication is that the teaching of reading and writing skills should be interrelated for comprehension and communication in a foreign language. Contains 12 references. (Author/LB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (25th, March 24-28, 1991).