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ERIC Number: ED261339
Record Type: RIE
Publication Date: 1985-Feb-2
Pages: 20
Abstractor: N/A
Reference Count: 0
Writing Skills That Teach Reading.
Havriliak, Audrey F.; Dougherty, Mildred
The current writing across the curriculum movement has shown educators that the process of composing focuses writers' attention on producing much the same material that reading exercises asked them only to recognize. Two taxonomic structures and a list of Scott, Foresman's reading comprehension skills may be used to help demonstrate the effectiveness of writing as a reading skills activity. Bloom categorized the cognitive skills into a hierarchy of six functional steps. Drawing from Bloom's taxonomy, Guzak arranged reading comprehension skills into five major areas. One means of adapting a writing approach to the extension of a story is to have the students assume the stance of a news reporter and write a news story based on its events. Another way to include both Bloom's and Guzak's arrays is to ask the students to identify with the main characters in a story. A comparison of real and imagined experiences reaches the highest of the thinking skills listed by Bloom and Guzak. Exercises in which children produce contexts rather than respond to small segments of information are more economical of pupil and teacher time. Fewer exercises can result in more learning if children are allowed to use their own ideas and impressions. (DF)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of the New Jersey Reading Association (New Brunswick, NJ, February 2, 1985).