Argues that teaching reading and writing is not a matter of correcting errors or teaching the five-paragraph essay. Claims that it is instead a process of interdependence between the public and private, the individual and the group. Calls for a recognition of the role of interpretation in all meaning-making. (HB)

Basic theoretical assumptions support the contention that writing has an important role to play in the teaching of reading and learning processes. E. M. Forster focused on the product of writing as an embodiment of either finished or evolving thought, and Ann E. Berthoff emphasizes the capacity of language to generate itself and, in so doing,…

Presents a longitudinal study of six basic reading and writing students at the University of Florida that traces student progress. Demonstrates that several students experienced progress over a more than three-year span, although improvement was neither linear nor extensive. Identifies growth of metacognitive awareness among students. (HB)