ERIC Number: ED282180
Record Type: RIE
Publication Date: 1987-Jun
Reference Count: 0
Reading Achievement and Writing Proficiency: A Critical Review of Research.
Although the relationship between reading and writing proficiency has interested scholars for two centuries, the exact nature of this relationship has resisted discovery. The persistance of statistically significant correlations across a broad range of subjects, measures, and experimental settings leaves no doubt that a moderate link between reading and writing exists. However, experiments that have used reading treatments to improve writing performance and vice versa have generally been unsuccessful. The most promising treatments are those that teach prose structure and story schemata and the least successful are those that teach general reading and writing skills and expect automatic transfer to the other. There is also some evidence that the complexity of prose in basal readers and the method of teaching beginning reading influence students' writing ability. Recent studies have begun to explore the processes used by readers and writers. The major shortcoming of most reading/writing research is that it has been atheoretical and has tinkered with methods rather than tested theoretical models. (Twenty-four pages of references are included.) (Author/JD)
Descriptors: Basal Reading, Cognitive Processes, Foreign Countries, Learning Theories, Reading Achievement, Reading Comprehension, Reading Instruction, Reading Processes, Reading Research, Reading Writing Relationship, Research Design, Research Problems, Schemata (Cognition), Teaching Methods, Transfer of Training, Writing Instruction, Writing Processes, Writing Skills
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Canadian Council of Teachers of English (Winnipeg, Manitoba, Canada, May 11-16, 1987).