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|a ED294175 Microfiche
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|a Raphael, Taffy E.
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|a Integrating Writing and Reading Instruction. Occasional Paper No. 118 /
|c Taffy E. Raphael and Carol Sue Englert.
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| 260 |
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|a [Place of publication not identified] :
|b Distributed by ERIC Clearinghouse,
|c 1988.
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| 300 |
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|a 36 pages
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a Sponsoring Agency: Department of Education, Washington, DC.
|5 ericd
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|a Although writing and reading instruction can be integrated regardless of the reading program materials used, teachers need a greater understanding of the similarities and differences in reading and writing processes, as well as knowledge of ways in which instruction can be merged, before integration can take place. Both reading and writing are complex cognitive processes that involve three similar strategies--planning (prewriting or prereading), drafting (writing or guided reading), and revising (modifying and extending, or postreading). Fundamental elements for developing an environment within which reading and writing can be integrated include: (1) emphasizing writing for real purposes and audiences; (2) providing frequent opportunities to write and share one's writing; and (3) creating opportunities for extended writing and evaluation. In this general environment, specific strategies, such as "concept of definition" instruction and Cognitive Strategy Instruction in Writing (CSIW), focus on helping students develop a schema that enhances both reading and writing. Writing experiences should link directly to reading activities in the classroom. For example, students using basal reading can write in connection with each basal selection. Some specific suggestions for writing activities integrated with basal reading topics include selecting a favorite character from a story and writing a character sketch, and rewriting a story written in the first person to take the form of a newspaper report. (Five figures are included and 39 references are appended.) (MM)
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|a Teachers.
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|a Practitioners.
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|a Microfiche.
|b [Washington D.C.]:
|c ERIC Clearinghouse
|e microfiches : positive.
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| 500 |
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|a Microform.
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| 650 |
1 |
7 |
|a Basal Reading.
|2 ericd
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| 650 |
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7 |
|a Classroom Environment.
|2 ericd
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| 650 |
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7 |
|a Elementary Education.
|2 ericd
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| 650 |
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7 |
|a Integrated Activities.
|2 ericd
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| 650 |
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|a Literary Genres.
|2 ericd
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| 650 |
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|a Reader Response.
|2 ericd
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| 650 |
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|a Reader Text Relationship.
|2 ericd
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| 650 |
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7 |
|a Reading Instruction.
|2 ericd
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| 650 |
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|a Reading Materials.
|2 ericd
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| 650 |
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7 |
|a Reading Processes.
|2 ericd
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| 650 |
0 |
7 |
|a Reading Strategies.
|2 ericd
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| 650 |
1 |
7 |
|a Reading Writing Relationship.
|2 ericd
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| 650 |
0 |
7 |
|a Story Reading.
|2 ericd
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| 650 |
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7 |
|a Teaching Methods.
|2 ericd
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| 650 |
1 |
7 |
|a Writing Instruction.
|2 ericd
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| 650 |
0 |
7 |
|a Writing Processes.
|2 ericd
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| 653 |
1 |
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|a Writing Tasks
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| 653 |
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|a Literate Environment Approach
|a Semantic Mapping
|a Text Types
|a Writing Strategies
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| 655 |
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7 |
|a Guides, Classroom
|x Teacher.
|2 ericd
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| 655 |
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7 |
|a Information Analyses.
|2 ericd
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| 700 |
1 |
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|a Englert, Carol Sue,
|e author.
|0 http://id.loc.gov/authorities/names/no89013800
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| 710 |
2 |
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|a Michigan State University.
|b Institute for Research on Teaching.
|0 http://id.loc.gov/authorities/names/n81051732
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| 907 |
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|y .b62361946
|b 211122
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|b Michigan State University
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