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ERIC Number: ED418391
Record Type: Non-Journal
Publication Date: 1998
Pages: 9
Abstractor: N/A
Reference Count: N/A
Reading/Writing Connection.
Fernandez, Melanie
In the past, students and teachers alike viewed reading and writing instruction as two separate entities. Reading and writing instruction was often characterized by linear and behaviorist theories and methods, with students rarely coming away from their schooling experience with confidence in and respect for their own writing. To both read and write, students needed to be able to create and receive information in terms of punctuation, spelling, grammar, and decoding, and to be adept at accessing and utilizing such cognitive processes as gathering ideas, questioning, and hypothesizing. Structural knowledge of text facilitates reading comprehension and leads students toward logical and cohesive writing. Students who write about their readings in a relevant and authentic manner become more engaged with the text and comprehend the content presented more fully. Writings calling for clarification or organization of ideas presented in text would be more beneficial than summarizing or outlining of material. In responding to text in a more comprehensive fashion (clarification or organization of ideas), readers become involved in a dialogue with the author through the text. This has strong implications for content area instruction, also for the clarification of thoughts and ideas in general. Central to the reading/writing process as it is addressed in a whole language environment is the idea of student as reader-author. The reading/writing connection can be described as reading and writing together and in concert forming a strong bond enabling the birth and nurturing of literacy. (Contains eight references.) (CR)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A