This article describes the nature of eye-tracking technology and its use in the study of discourse processes, particularly reading. It then suggests several areas of research in composition studies, especially at the intersection of writing, reading, and digital media, that can benefit from the use of this technology. (Contains 2 figures.)

Views purpose in writing as a complex web of meaning which writers build and which readers in their own, independently constructive way infer. (JAD)

Examines whether writing in combination with reading prompts more critical thinking than either activity alone, or either activity combined with questions or with a knowledge activation activity. Finds students who both wrote and read made more revisions (prompted by more critical thinking) than students in other treatment groups. (RS)

As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between…

Extends a conversation begun in response to issues the authors identified in their own work as writers of qualitative research and in the works of others. Discusses theory, methodology, representation and legitimation, and writing and write-up of qualitative research. (RS)

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)

Drawing upon reading and text comprehension theories and the sociolinguistic studies of M. A. K. Halliday and R. Hasan, this paper builds theoretical links between the reading and writing processes. The major portion of the paper discusses the five language concepts that undergird both processes: (1) text processing in both reading and writing…

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)

Reports observations made to explore sixth grade students' changing awareness of the characteristics of text, self as reader and writer, and monitoring strategies during the reading and writing of narrative and expository text. (SR)

Reading and writing are part of the world of children. Most school language arts programs, however, do not help students develop a personal, functional need for being language users themselves. Too often in schools, the purpose of language is to satisfy an external demand and not an internal, expressive, or communicative need. Research in the last…

Provides a brief review of research concerning the relationship between reading and writing, and of instructional strategies suggested by that research. (AEA)

Investigates 11- and 12-year-old open-concept school students' reading and writing engagements as they conducted a research investigation related to World War II. Finds that students who viewed research as a process of transforming information were more likely to demonstrate a range of strategies that allowed them to traverse their topics from…

Studies second, fourth, and sixth grade students to answer four questions to determine whether comprehension of anaphora is a strong structural factor in children's personal composition as it is in reading comprehension. Concludes that students' reading and writing are correlated in the frequency and use of singular and plural pronouns. (MG)

Shows that children in the primary grades possessed considerable working knowledge of the cultural conventions of narrative genres but much less working knowledge of the cultural conventions of informational genres. Reveals grade-related developmental differences for some dimensions of linguistic and textual organization. Shows that cultural…

Finds that the writing system and the reading system share many of the same orthographic, phonological, and working memory subprocesses but that the patterns of concurrent relationship between these subprocesses and writing and between these subprocesses and reading differ. Suggests that writing and reading draw upon the same as well as unique…