Composing And Comprehending

Composing and Comprehending

Composing and Comprehending

Intended for elementary school teachers of reading and composition, this book assembles several articles on the reading/writing relationship that have appeared in 1982 and 1983 issues of the journal "Language Arts." The three sections of the book define the relationship between composing and comprehending, explore relevant research, and discuss the implications of this relationship to the learning and teaching processes. The 19 articles discuss (1) research on reading/writing relationships; (2) composing and comprehending as two sides of the same basic process; (3) a composing model of reading; (4) reading like a writer; (5) reading and writing as meditation; (6) children reading their own stories aloud in the classroom; (7) writing and the teaching of reading; (8) reading for style; (9) writing and reading developmental trends among low socioeconomic status children; (10) how reading affects children's writing; (11) the concept of the word in beginning reading and writing processes; (12) a theory of how children learn to read and write naturally; (13) observations of learning to read and write naturally; (14) translating children's everday uses of print into classroom practice; (15) pragmatic functions of reading and writing relationships; (16) young children solving the puzzle of reading, writing, and language; (17) reading with a sense of the writer and writing with a sense of the reader; (18) reading and writing as natural language activities; and (19) schema theory as a writing approach to reading comprehension. (HTH)

Comprehending Oral and Written Language

Written for researchers and graduate students, this book--a collection of essays by cognitive scientists, socio- and psycholinguists, and English, reading, and language arts educators--explores theoretical and research questions associated with the relationships among oral and written language, listening and reading, and speaking and writing. The four parts of the book are designed to highlight critical contrasts: "The Language of Spoken and Written Discourse"; "Processing Strategies: Rhetorical, Social-Situational, and Contextual Constraints"; "Processing Strategies: Perceptual and Cognitive Demands in Listening and Reading"; and "The Acquisition of Literacy and Schooling." The thirteen chapters consist of: (1) "Comprehending Oral and Written Language: Critical Contrasts for Literacy and Schooling" (Rosalind Horowitz and S. Jay Samuels); (2) "Spoken and Written Modes of Meaning" (M. A. K. Halliday); (3) "Properties of Spoken and Written Language" (Wallace Chafe and Jane Danielewicz); (4) "Rhetorical Structure in Discourse Processing" (Rosalind Horowitz); (5) "Episodic Models in Discourse Processing" (Teun A. van Dijk); (6) "The Role of Context in Written Communication" (Martin Nystrand); (7) "Listening and Reading Processes in College- and Middle School-Age Readers" (David J. Townsend, Caroline Carrithers, and Thomas G. Bever); (8) "Prosody and Structure in Children's Syntactic Processing" (Peter A. Schreiber); (9) "Processing Strategies for Reading and Listening" (Joseph H. Danks and Laurel J. End); (10) "Factors That Influence Listening and Reading Comprehension" (S. Jay Samuels); (11) "From Meaning to Definition: A Literate Bias on the Structure of Word Meaning" (Rita Watson and David R. Olson); (12) "Language, Speech, and Print: Some Asymmetries in the Acquisition of Literacy" (Charles A. Perfetti); and (13) "A Comparison of the Two Theories about Development in Written Language: Implications for Pedagogy and Research" (Sandra Stotsky). (MM).