Integrating reading theory and instructional techniques into the composition classroom helps students improve both their reading and writing skills. Students should be evaluated early by combining diagnostic samples of their reading and writing to determine their ability to recognize organizational relationships and their facility with reading…

Presents methods to stimulate students to use their background knowledge in reading content area texts. Offers a technique to teach students common text structures by having them write to a model. (FL)

A handbook and teachers guide to phonics and the initial teaching alphabet (ITA) is given. The use of phonics to teach reading is described with the appropriate rules and steps. The principals of ITA and several practice lessons on using ITA are supplied. (WH)

Offers five reading activities for classroom use, including "Poetry in Motion" (Janet Millar Grant); "Book-a-Mania" (Maria Ramirez Zirkelback); "Signs of Life" (Karl A. Matz); "Football and Reading Do Mix!" (Cindy Visser); and "Poetry-of-the-Month Club" (Steven Schneider). (MG)

Children are ready to write before they are ready to read; thus reading instruction should be an outgrowth of abilities children develop through inventing their own words. This gives children practice with the more concrete activities of word composition before they undertake the relatively abstract task of reading. Writing exercises may be given…

Measures the effects of infusing writing components into a university reading laboratory. Reports that reading improvement was significant with writing infusions but that results are inconclusive due to lack of true experimental design. (AEW)

An approach to teaching reading and writing through the use of children's books, poetry, and songs are described. It is suggested that reading be taught by presenting in chart form the words that already have been remembered orally in song, rhyme, or story, such as "Polly Put the Kettle On" or sections from the "Little Red…

Reading and writing are both creative acts of communication that use written language as a vehicle for meaning. A strong theoretical case for teaching the two processes concurrently can be built by examining points of contact between reading and writing. One such point is context concerns. The Communication Triangle model (author/audience/…

A total of 69 college freshmen, all on academic probation, were involved in an examination of the effects of expressive writing practice upon students' reading, self-esteem, attitudes toward instruction, and academic achievement. An experimental group consisting of 35 students followed a writing/reading curriculum, while a control group of 34…

Describes the Directed Reading-Writing Activity (DRWA) as a framework that helps high school students write about the information they acquire through reading. Discusses how the DRWA's three steps--preparation, involvement, and reaction--extends the thought processes associated with reading comprehension into effective writing. (AEW)

This primary-level workbook is part of a series of materials developed for beginning reading instruction in Barrow Inupiaq. It is designed to accompany the reader entitled "Suva Una," also in the series. Each page consists of an illustration from "Suva Una" and lined spaces for writing exercises. (AM)

This first grade workbook is designed for children in bilingual Inupiat-English programs in the Alaskan villages of Ambler, Kiana, Kobuk, Noorvik, Selawik, and Shungnak. Each page has a particular letter, a black-and-white drawing which represents a word which contains this letter, and lines the child is to use for writing the letter. (CFM)

This workbook-primer is designed for teaching beginning readers the most frequently used letters of the St. Lawrence Island Yupik language. This book covers the first simple twenty-six symbols. Each page contains a letter, at least one illustration for that letter, and lined spaces for writing practice. (AMH)

This volume consists of ten lessons covering the fundamentals of the phonological and the writing systems of Modern Standard Arabic (MSA). Objectives include the ability to: (1) read fully vocalized Arabic script; (2) write in an intelligible manner; and (3) distinguish and produce the sounds of MSA. The phonological system used is that of the…

This is an instruction book for the bilingual teacher of the St. Lawrence Island Yupik language. This guide accompanies the beginning primer, "Atightumun Liitusit" ("The First Letters"). Each sound in the language has a definite letter or combination of letters that represents it. The primer presents the alphabet letter by…