This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9-10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment…

This study examined how graduate students in humanities disciplines guide students' reading during their work as teaching assistants (TAs) in first-year (FYC) composition courses. Situated within an independent writing program, the "genre studies" approach to this FYC course is informed by the threshold concepts of the composition…

Authentic learning experiences are those in which students engage with texts as well as the behaviors of reading and writing within contexts of real-world use beyond traditional academic use. This study provides quantitative analysis of how students (n = 200) engaged with an adult pen pal in a shared literacy experience. Findings indicate that…

Describes an interactive approach to reading instruction in which, by manipulating text on a computer screen, learners literally write "between" and within the lines, integrating their own thoughts with the text. (SR)

Suggests that each type of literature presented to young readers serves two important functions: to develop a schema for that literary genre; and to encourage the application of thinking skills in a variety of literary engagements. Presents four related resources from the ERIC database. (MG)

Suggests the double-entry journal as an effective method of encouraging the creation and discovery of new information in literature classes. Describes the three processes involved (and the theoretical underpinnings of each), including: (1) activating prior knowledge and present feelings; (2) learning collaboratively; and (3) integrating reading,…

Reviews the literature relevant to investigating the effects of textual phrasing on the efforts of children to comprehend and addresses the issue of whether the use of a word processor can have an impact on helping children improve comprehension. (FL)

Interviews Dr. Ramon Ross of San Diego State University, an experienced author and teacher. Discusses the relationship between writing and literature, and suggests techniques for using the two in harmony. (SR)

Despite research and theory to the contrary, approaches to the teaching of reading continue to reflect a transmission model of reading, focused on the retrieval of information from a text. It is argued that writing should be fully integrated with reading to give students experiences of engagement and connection with texts. (66 references)…

Outlines the difference between "drilling for skills" and "becoming skillful readers" and shows how teachers can help students become skillful readers, writers, discussants, and thinkers through literature discussions. Discusses establishing a context for literature study, and initiating and maintaining literature study groups. (SR)

Describes how and why the author and his colleagues used reading conferences to assist upper-grade elementary students who struggle with reading. Describes teaching readers to choose books wisely; coaching them in thinking about the text while figuring out print; the usefulness of interruptions and word-building; working with writing; and keeping…

Offers a four-step procedure that can be used to help upper elementary school students learn to write a well-structured expository paragraph. Suggests that the writing experience is a bridge to understanding more difficult text structure. (FL)

Describes how the author has her students create "found poems" and use them in conjunction with the students' own Readers/Writers Logs to help students make more of a text, own it, and discover the power of effective language. Includes instructions, student samples of found poems, and samples of the entire process. (SR)

Describes a three-week seminar for education students that simulated the environment of the classrooms in which they will eventually teach and focused on the writing process, the reading process, and the reading-writing relationship. (SRT)

Describes the procedures one teacher used to help students develop a love of reading and think about and respond to what they read. Outlines how students were provided with structure (questioning techniques), time (proceeding at their own rate), and choices (selecting their own reading material). Discusses student progress and program…