Literacy is the ability to read and write. Being able to read and write is an important skill in modern society. Deaf and hard of hearing (D/HH) students' literacy achievement has been reported as lower than that of hearing students. This research focuses on the literacy skills of D/HH students, aiming to determine their reading/writing skills and…

According to Bandura's social cognitive theory, self-efficacy and self-regulation are key processes that affect students' learning and achievement. This article discusses students' reading and writing performances using Zimmerman's four-phase social cognitive model of the development of self-regulatory competence. Modeling is an effective means of…

Tests a theoretical model of hemispheric brain activity which attempts to explain the relation between visual ability and verbal written compositions. Concludes that the model which indicates that synthesis is a right brain activity and that visualizing activity can assist synthesis is supported for right-handed students. (RS)

Discusses three facets of reading-writing relationships: (1) the processes underlying reading and writing; (2) the communicative contexts influencing reading and writing; and (3) the learning outcomes derived from reading and writing, including the influence of reading upon writing and writing upon reading. (MM)

Compares and critiques two models of invented spelling stages, arguing that knowledge of stages of invented spelling can lead to better assessment of children and more informed literacy instruction by offering a window into the learner's mind. Notes that good communication with parents about invented spelling can eliminate much of the controversy.…

Studies from the interactive perspective regard reading and writing as processes which share a common knowledge base and have similar mental operations. First, according to this model, reading and writing are both interactive processes. Second, both readers and writers go through the same activities as planning, drafting, aligning, revising,…

A study assessed the ability of 20 eleventh grade students to recognize particular stylistic features when reading and then to use such features in their writing. Half the subjects were given a model paragraph from an Edgar Allen Poe story, without having the story identified for them, while the other half received only a verbal summary of the…

A study compared and evaluated alternative theoretical models of the relationship of learning to read and learning to write at beginning and advanced levels of reading development. The reading dimensions of the three models included word analysis, vocabulary, and sentence and passage comprehension components. The writing dimensions included…

The model for teaching reading and writing as integrated processes advocated in this paper is based on a holistic understanding of composing. Psycholinguistics, cognitive theory, and composing research are reviewed extensively in an attempt to clarify their theoretical implications for teachers of composing. Concepts discussed as applicable to an…

Results of two experiments revealed a significant correlation between function-word predictability and reader enjoyment and a strong correlation between content-word unpredictability and reader enjoyment. (FL)

Arguing that discourse coherence can provide a window on the writing processes that produce it, this paper describes developmental differences observed in children's writing and proposes a procedural model to account for those differences. The first section of the paper points out that a developmental model of the writing process should specify…

Recent studies of reading and writing instruction suggest that literacy instruction is easily distorted, incorporating measures of achievement that do not reflect students' mastery of the process of understanding, reading materials that are ill-structured and divorced from any real communicative intent, and exercises in subskill learning that…

Assesses students' responses to and production of story conventions in detective or mystery stories and explores students' responses to literature as potential connections between comprehending and composing text. (MM)

Addressing the need for developmental or remedial reading and writing courses at the college level, this paper provides a broad perspective on the strengthening of such programs for students deficient in these skills. The paper first enumerates various reasons for developing reading-writing courses for pre-college students, then provides evidence…

This 1992 yearbook presents the following 26 articles: "Tensions between Numbers and Knowing: A Study of Changes in Assessment during Implementation of Literature-Based Reading Instruction" (P. L. Scharer); "Story Reading in Daycare: A Help or a Hindrance?" (F. K. Hurley); "Preservice Teachers' Reminiscences of Positive and Negative Reading…