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ERIC Number: ED244287
Record Type: Non-Journal
Publication Date: 1984-Apr-14
Pages: 7
Abstractor: N/A
Reference Count: N/A
Reading and Writing: Connections and Instructional Practices.
Chew, Charles R.
Researchers and teachers are beginning to realize that reading and writing are closely linked. Language experience is the key to success in reading and writing. Teachers must enrich students' language experiences by reading to them, talking with them, fostering an environment that recognizes their worth as language users, and modeling expected reading and writing behaviors. There are also correlations between the stages of the reading and writing processes. Like the prewriting stage, reading instruction should involve students in prereading activities to activate relevant background knowledge and familiarize them with the organizational structure of the text. Instruction in reading and writing should focus on whole pieces of text, and skill development should focus on higher levels of comprehension. Since comprehension must come from the meaning that the reader brings to the text, open-ended questions in interpretation, inferences, and relating the text to personal experience all enhance a child's enjoyment and understanding of what has been read. Errors in both reading and writing also have meaning, and expanding reading experiences or providing students with strategies to eliminate errors from their written products are ways to capitalize on this error information. In looking at these connections, teachers must not lose sight of the fact that the writer needs a reader and students must be both. Teachers need to be ready to assess students not only in relation to the product but also in relation to the processes involved in reading and writing. (HTH)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A