NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED268515
Record Type: RIE
Publication Date: 1986-Apr
Pages: 33
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A Developmental Comparison of Three Theoretical Models of the Reading-Writing Relationship.
Shanahan, Timothy; Lomax, Richard G.
A study compared and evaluated alternative theoretical models of the relationship of learning to read and learning to write at beginning and advanced levels of reading development. The reading dimensions of the three models included word analysis, vocabulary, and sentence and passage comprehension components. The writing dimensions included spelling, vocabulary, sentence structure, and story organization components. The models differed with respect to the sequential orderings of relationships of the dimensions. The interactive model permitted the use of reading knowledge in writing, as well as the reverse. The other models (reading-to-writing and writing-to-reading) allowed knowledge to move only in a single direction. These models were evaluated on their ability to account for the relationships found in an extensive body of reading and writing data collected from 69 beginning (second grade) and 137 proficient (fifth grade) readers. The findings suggested that the nature of the relationships changed as a result of learning, and that the interactive model fit the data better than the other models at both levels of achievement. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986).