ReadingWriting Connection

1
Reading/Writing Connection

• An Overview of the Research on the
  Reading/Writing Connection
• Gleaned from Alabama Reading Initiative, Put
  Reading First, Wondrous Words, Word Journeys,
  Write Where You Are
• Johnnie Tankersley, 2006

2
The Research

• Researchers who are quoted in this synthesis are
  known in the world of reading and writing.
• Most of the research was done in the 1980s and
  early 1990s and contributed to the Proficient
  Readers research which was presented in 1992-3.

3
Connect through Meaning

• Readers construct meaning from what they read.
  Writing provides readers the opportunity to
  clarify and communicate meaning.
• Linking activities such as summarizing,
  paraphrasing, note taking, and outlining, to
  texts that children are reading can significantly
  improve comprehension and retention of
  information in those texts (e.g., Stotsky, 1983).
• Sense of authorship is both prevalent and
  important to meaning-making (Flowers, 1987) and
  contributes to more critical meaning (Graves
  Hansen, 1983 Tierney, Soter, OFlahavan,
  McGinley, 1989).
• Reading is a process of getting meaning from
  written symbols. Writing is a process of
  expressing meaning with written symbols (e.g.,
  Aulls, 1985 Taylor and Beach, 1984).
• Connecting reading and writing to childrens
  literature enhanced childrens reading
  comprehension and writing (e.g., Noyce
  Christie, 1983).

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Activities and Strategies that Address the
Meaning Connection can be Planned Across Content
Areas

• Construct meaning through reading written texts
  in the content areas.
• Construct meaning through writing texts in the
  content areas.
• Plan activities and strategies to make this
  happen

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Connect through Language

• Good readers think about writers (authors) and
  good writers think about readers (audience). This
  reciprocal awareness provides the format for
  attention to style in both text and student
  writing.
• Children borrow words, content and structures
  from their reading to use in writing (e.g.,
  Sadoski, Kealy, Goetz, Paivio, 1989).
• A sense of authorship appeared to be both
  prevalent and important to meaning-making
  (Flower, 1987).
• Enhancing a sense of authorship contributes to
  more critical reading (e.g., LaZansky Tierney,
  1985).
• A writers sensitivity to audience can be
  enhanced (e.g., Raforth, 1985).

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Connect through Language, continued

• The ability to assign meaning from individual
  words and clusters of words is central to making
  sense out of unfamiliar words in reading. Writing
  requires the ability to evoke meanings, often as
  images of things or sounds, and to choose those
  which accurately represent ideas, relationships,
  images and sounds (Aulls, 1985).
• Consider what this means for vocabulary
  instruction.

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Some Activities and Strategies that Address the
Language Connection

• Developing Vocabulary
• Teachers should help students
• Use the meanings they know during reading.
• Make connections to known meanings and concepts
  when partially known words are encountered.
• Monitor their use of comprehension.
• Know when to use context and other sources
  (dictionary, etc.) to find meanings.
• Use known and new words in their writing
• Teachers can do so by
• Integrating new words with familiar words and
  concepts.
• Providing repeated, meaningful experiences with
  new words.
• Encouraging students to use new words in other
  contexts.
• Engaging students in active processing of word
  meanings.

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Language Activities, continued

• Activities to support vocabulary development in
  my classroom/content area
• Word Study (word sorts)
• Interactive phonics activities and games fit
  here, especially in the upper grades.
• Word Walls
• Remember to use all three tiers of words in word
  walls.
• Discussion of vocabulary in books/texts read
  aloud
• Think back to the Text Talk article
• Word explorations

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Activities and Strategies to Promote Author and
Audience AwarenessAdapted from G.E. Thompkins
(1994), Teaching Writing Balancing process and
product

• Levels of Author Awareness
• Replication Students understand that authors,
  people, write books.
• Transition Students view themselves as authors
  when they write books.
• Option Awareness Students learn that they have
  options when they write and that they must make
  choices.
• Activities that Promote Author Awareness
• Text innovations
• Authors chair
• Publish and share own writing. Include author
  information page.
• Discuss the authors of books read aloud.
• Author Studies (See chart in next slide).
• Text Talk or Questioning the Author (Beck et al.,
  1997)

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Author Study Inquiry Chart fromWondrous Words,
Katie Wood Ray
From The Relatives Came, by Cynthia Rylant
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• Activities that Promote Audience Awareness
• Designate an audience for writing (letters to the
  editor, government agency report, position paper,
  etc.)
• Discuss the reader when conferencing with
  students about their writing.
• Use dialogue journals.
• Provide opportunities for children to be the
  audience when others share their writing.
  (authors chair, peer conferencing)

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Connect through Form

• Knowledge of form enhances reading comprehension
  and facilitates writing for different purposes.
• Students who read widely gain a sense of genre
  features that are useful in writing (e..g.,
  Bereiter Scardamalia, 1984).
• Children reading large amounts of childrens
  literature tend to write more maturely (e.g.,
  Eckhoff, 1983)
• Familiarity with different text structures leads
  to better reading comprehension (e.g., Englert
  Heibert, 1984).

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Connect through Form, continued

• Significant improvements in both reading and
  writing achievement can be made by teaching
  children about expository text structures
  (Fitzgerald Spiegel, 1983 Rapheal, Englert,
  Kirschner, 1986).
• Children borrow structures from their reading to
  use in their writing (e.g., McConaghy, 1985).
• Even young children demonstrate knowledge and use
  of appropriate text structures in reading (Papps,
  1991, 1993) and writing (e.g., Newkirk, 1989).

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Some Activities and Strategies that Address the
Form Connection

• Teach
• Genre/Text Structures for Writing
• Narrative
• Personal
• Imaginary
• Poetry
• Information (non-fiction)
• Description
• Argument/Persuasion
• Comparison
• Sequence/Procedure

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Additional Strategies to teach form

• Modes of Writing
• Descriptive writing
• Narrative writing
• Expository writing
• Persuasive writing
• Genre Studies
• Writing across the content areas
• Write in all modes in
• Math
• Science
• Social studies
• Language Arts

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Connect through Conventions

• Knowledge of conventional grammatical structures,
  spelling, capitalization, and punctuation
  enhances the ability to create and communicate
  meaning through reading and writing.
• Written communication demands the conventional
  use of punctuation and capitalization (Fearn
  Farnan, 1998).
• Sentence-modeling and combining activities
  related to texts read or to be read, enhances
  student comprehension and writing (e.g., Nutter
  Safran, 1984).
• Invented spelling activity simultaneously
  develops phonemic awareness and promotes
  understanding of the alphabetic principle (Adams,
  1990).

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Connect through Conventions, continued

• The ability to assign meaning from individual
  words and clusters of words is central to making
  sense out of unfamiliar words in reading. Writing
  requires the ability to evoke meanings, often as
  images of things or sounds, and to choose those
  which accurately represent ideas, relationships,
  images and sounds (Aulls, 1985).
• Consider what this means for spelling and for
  vocabulary instruction.
• The effective use of conventions in writing
  increases clarity and cohesion of written text
  (Fearn Farnan, 1998).

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Some Activities and Strategies that Address the
Conventions Connection

• Development of Conventional Spelling
• Scribbling and Letter Like Symbol
• Letter Strings
• Initial and Final Consonants
• Consonants and Vowels
• All syllables Represented
• Conventional Spelling
• Guided Instruction to Support Spelling
  Development include
• Picture Sorts, Word Sorts, Word Hunt, Closed
  Sorts, Open Sorts, Blind Sorts, Writing Sorts,
  Speed Sorts

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Conventions Strategies, continued

• K 1 2 3 4 5 6

• End Punctuation
• Commas in Dates Series
• Commas in Compound Sentences
• Apostrophes in Contractions
• Periods in Abbreviations
• Punctuation in Dialogue
• Capitals at Beginning of Sentence
• Capitals at Beginning of Names
• Capitalize Days Months
• Capitals in Names of Places
• Capitals to show Nationality,
• Ethnicity, Language
• Semicolons in Sentences
• Colons in Sentence

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Writing Pulling the Instructional Components
Together

• Teachers must provide a classroom environment
  that creates respect for reading and writing
  while providing the framework for constructive
  instructional strategies.
• Instruction should enable students to transfer
  knowledge from their reading into their writing
  (Shanahan, 1988).
• Developing independent writing proficiency is
  important in its own right, but extensive writing
  can also support students understanding of
  features of written language in ways that extend
  reading (Hiebert, 1994).
• Reading is more than just a source of models for
  writing it is an indispensable part of the
  writing process (Graves. 1983 Noyce Christie,
  1989).

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Writing Pulling the Instructional Components
Together, continued

• Understanding the writing process enhances the
  writers ability to communicate and the readers
  ability to create meaning from text (Shanahan,
  1988).
• Engaging students prior knowledge is especially
  important when learning the specialized
  vocabulary of different disciplines or content
  areas (Bear, et.al., 1996)
• The process of writing causes students to read
  for different purposes. Students read and reread
  their written drafts to ensure clarity. They read
  to acquire additional information, discover style
  and form, learn organizational techniques, and
  insure correct usage of language conventions
  (e.g., Dioisio, 1983 Graves, 1983).
• When students are actively involved in the
  exploration of words they are more likely to
  develop an interest in learning about words
  (Bear, et.al., 1996).

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Stages of the Writing Process

• Pre-writing
• Choose a topic
• Brainstorm ideas
• Draw
• Organize ideas
• Consider purpose and audience
• Drafting
• Write a rough draft (childs developmental
  spelling)
• Emphasize content
• Determine form
• Mode
• Genre
• Text structure

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Stages of Writing Process, continued

• Revising
• Share drafts
• Consider feedback
• Make changes to content and organization
• Conference (peer and teacher)
• Editing
• Proof for mechanical errors that have been
  previously taught
• Conference (peer and teacher)
• Publishing
• Choose informal or formal (bound book)
  presentation format
• Share final draft

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Writing Conferences

• Types of Teacher Conferences
• On the spot conferencing Teachers visit briefly
  with students at their desks to monitor their
  progress.
• Prewriting conferences Teacher and student make
  plans together for writing, discuss topics, and
  how to gather and organize information
• Drafting conferences Students bring rough
  drafts to talk with teacher.
• Revising conference Small group of students
  meet with teacher for revision purposes.
• Editing conference Individuals and small groups
  meet to correct spelling, capitalization,
  punctuation, etc.
• Instructional Mini-lesson conference Short
  session with individuals to provide special
  instruction
• Assessment conference Teachers ask students to
  reflect on their writing competencies and plan
  for their next piece.

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Emergent and Early Writing Checklist
Written Language Dates Observed
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