The purpose of the study was to investigate the effectiveness of teaching a three-step paraphrasing strategy on expository reading comprehension of young adults with intellectual disability. Ten learners from a postsecondary education program for individuals with disability participated in the study. They were randomly assigned to the control and…

Surveys modern language and cognitive theories and their implications for the teaching of undergraduate composition. (JL)

Reviews discourse analytic and text comprehension studies for their contributions to a cognitive process view of writing, then reports on a study that combines discourse analysis with online pause data to determine how semantic propositions reflect sentence-level planning patterns. (FL)

Aimed both at readers interested in cognition and/or writing and at instructional psychologists, this book explores the notion that various writing strategies involve different kinds of thinking, which ultimately affect the written product. The first part presents concepts central to the writing process, including two models of this process, an…

Theoretical views regarding the cognitive processes of summarization are reviewed and some of the specific cognitive operations involved in summarization are considered. It is argued that the cognitive demands of summarization are dependent upon the qualities of the text to be summarized. (Author/LMO)

A case study investigated how writers use information from reading for writing. Specifically, it examined what happens when writers are asked to read about an unfamiliar topic and then use that information to write an argument. A student was requested to complete four tasks that represented stages one might go through to write an argumentative…

As a result of a program of research about cognitive processes involved in learning to read and write among 3-, 4-, 5-, and 6-year old-children, this book attempts to get teacher-researchers to think through the implications of recent insights into literacy and literacy learning. The first section examines instructional assumptions; proposes a new…

Education has often created and widened the distinctions between reading and writing rather than focusing on their relationship. More recently, however, research has advanced a view that recognizes reading and writing to be instances of communication between people. Research also suggests that five kinds of knowledge (informational, structural,…

To explore the role of one specific revision strategy--reading and rereading pieces of text--in the composing process, case studies were made of two college freshman writers: Jim, who was highly apprehensive about the process of composing, and David, who was not at all apprehensive about writing. Specifically, videotapes of the students' composing…

Examines the way that value mediates the construction of meaning, how the active processes of constructing meaning are molded around value. Explores how a description of the writing process in terms of value might inform classroom practice--how it might affect teacher perceptions of what students are doing in their writing and how teachers comment…

In recent characterizations of reading and writing, the distinctions melt into each other so that one definition serves for both: both are the creation of meaning. In the act of creating meaning, readers become writers and writers become readers. While reading is primarily receptive and writing is primarily productive, fluency in reading is very…

While each English department will establish its own set of assumptions appropriate for its objectives and programs, the new rhetoric can bring some coherence to the teaching of writing and literature by providing students with reliable strategies for reading literature as well as writing. In teaching literature teachers need to demonstrate the…

For use by teachers in helping students become better writers, this booklet describes and illustrates cognitive mapping, a prewriting technique that helps students combine their verbal and visual skills in order to produce ideas and to plan stories, plays, reports, or essays. The first section of the booklet discusses the interrelations between…

The eight articles in this focused journal issue are concerned with integrating reading, writing, and thinking, with varying attention to other language processes such as listening and speaking. The titles and authors of the articles are (1) "Does What You Read Influence How You Write?" by Dennis Adams; (2) "Dictation: Building…

Three universes of discourse are at work when writers create or use a metaphor: the analogical or metaphorical universe from which they borrow words, things, and relationships (sometimes called the "vehicle"); the contextual universe in which the analogy is being used (sometimes called the "topic"); and the metauniverse, or the comprehensive…