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ERIC Number: ED327831
Record Type: Non-Journal
Publication Date: 1990-Nov-3
Pages: 8
Abstractor: N/A
Reference Count: N/A
Review of the Interactive Model: Reconsideration of Reading and Writing Relationship.
Qian, Gaoyin
Studies from the interactive perspective regard reading and writing as processes which share a common knowledge base and have similar mental operations. First, according to this model, reading and writing are both interactive processes. Second, both readers and writers go through the same activities as planning, drafting, aligning, revising, monitoring, and checking outcomes. Also, readers and writers seem to share some mental operations by engaging in reflective thinking after they have finished with their respective texts. Research from the interactive perspective has shown that (1) the interactive model is more effective than two other models in teaching second and fifth graders; (2) writing affects both students' reading comprehension and critical thinking; and (3) combining reading with writing contributes to a wider range of both quantity and quality of revisions to writing than does writing without reading. The interactive model suggests that writing should be introduced to the students as soon as reading begins. Although it has been found that reading activity and instruction can influence writing ability and that writing instruction can enhance reading ability, quite often no such transfer between reading and writing occurs. Researchers anticipate that the 1990s will see efforts made to explore the reading writing relationship from the interactive perspective, the communicative perspective, and the collaborative perspective. There is a scarcity of research on the effect reading and writing have upon the critical thinking of high school students. (RS)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A