The reading/writing connection Reading and writing have traditionally been thought of as distinctly separate processes, as flip sides of a coin, with reading regarded as receptive and writing as productive (Tompkins, 1997). Based on this notion, many educators continue to treat reading and writing as separate subjects (Wallace, Pearman, Hail & Hurst, 2007). However, researchers have increasingly noted the connections between reading and writing, identifying them as essentially similar processes of meaning construction (Paris, Wasik, & Turner, 1991; Tierney & Pearson, 1983). Reading and writing share related processes and should be taught as such. To fully understand the connection that reading and writing share, it is necessary to explore the processes involved in reading as well as the processes involved in writing. The reading and writing processes These processes assume that an individual is at the conventional stage of reading and writing. Although very young children will engage in similar processes, the descriptions below reflect more of what the older reader/writer will engage in: Stage Reading Process Writing Process ONE Pre-reading: Pre-writing: Readers set a purpose for Writers set a purpose for reading. writing. Readers use knowledge about Writers use knowledge about the topic and reading the topic and writing strategies. strategies. Writers' expectations are cued Readers' expectations are by previous reading/writing cued by previous experiences, experiences, format of the text, format of the text, purposes, purposes, and audience for and audience for reading. writing. Readers make predictions. Writers gather and organize ideas. TWO Reading Drafting Readers create meaning. Writers create meaning. Readers use comprehension Writers monitor writing strategies to understand text strategies as appropriate for they read. their audience and the kind of text they are creating. THREE Responding Revising Readers interpret reading. Writers interpret meaning. Readers clarify Writers clarify misunderstandings by misunderstandings by reflecting and rereading, reflecting, and revising meaning. revising meaning. Readers expand ideas. Writers expand ideas. FOUR Exploring Editing Writers identify and correct mechanical errors.
The reading/writing connection Reading and writing have traditionally been thought of as distinctly separate processes, as flip sides of a coin, with reading regarded as receptive and writing as productive (Tompkins, 1997). Based on this notion, many educators continue to treat reading and writing as separate subjects (Wallace, Pearman, Hail & Hurst, 2007). However, researchers have increasingly noted the connections between reading and writing, identifying them as essentially similar processes of meaning construction (Paris, Wasik, & Turner, 1991; Tierney & Pearson, 1983). Reading and writing share related processes and should be taught as such. To fully understand the connection that reading and writing share, it is necessary to explore the processes involved in reading as well as the processes involved in writing. The reading and writing processes These processes assume that an individual is at the conventional stage of reading and writing. Although very young children will engage in similar processes, the descriptions below reflect more of what the older reader/writer will engage in: Stage Reading Process Writing Process ONE Pre-reading: Readers set a purpose for reading. Readers use knowledge about the topic and reading strategies. Readers' expectations are cued by previous experiences, format of the text, purposes, and audience for reading. Readers make predictions. Pre-writing: Writers set a purpose for writing. Writers use knowledge about the topic and writing strategies. Writers' expectations are cued by previous reading/writing experiences, format of the text, purposes, and audience for writing. Writers gather and organize ideas. TWO Reading Readers create meaning. Readers use comprehension strategies to understand text they read. Drafting Writers create meaning. Writers monitor writing strategies as appropriate for their audience and the kind of text they are creating. THREE Responding Readers interpret reading. Readers clarify misunderstandings by reflecting and revising meaning. Readers expand ideas. Revising Writers interpret meaning. Writers clarify misunderstandings by rereading, reflecting, and revising meaning. Writers expand ideas. FOUR Exploring Editing Writers identify and correct mechanical errors.
reading_writing_connection_-_student_handout_ilst_-_october_2016.docx