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ERIC Number: ED313660
Record Type: RIE
Publication Date: 1990
Pages: 13
Abstractor: N/A
The Reading and Writing Relationship: A Case for Confluent Instruction.
Collins, Norma Decker
Reading and writing are part of the world of children. Most school language arts programs, however, do not help students develop a personal, functional need for being language users themselves. Too often in schools, the purpose of language is to satisfy an external demand and not an internal, expressive, or communicative need. Research in the last 10 years has contributed to the discussion of reading and writing as related processes. There have also been significant contributions by earlier theorists (such as L. S. Vygotsky and L. M. Rosenblatt) who have argued for decades that students compose meaning, whether in reading or writing, in order to create a coherent text from discrete experiences, memories, and associations. Students who are reading and writing purposefully are engaged in making choices. (Thirty-nine references are attached.) (RS)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A