The Task Of Reading And Writing
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Reconnecting Reading and Writing
Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction.
Reading-to-Write
Author: Linda Flower
language: en
Publisher: Oxford University Press
Release Date: 1990-09-20
The Social and Cognitive Studies in Writing and Literacy Series, is devoted to books that bridge research, theory, and practice, exploring social and cognitive processes in writing and expanding our knowledge of literacy as an active constructive process--as students move from high school to college. This descriptive study of reading-to-write examines a critical point in every college student's academic performance: when he or she is faced with the task of reading a source, integrating personal ideas, and creating an individual text with a self-defined purpose. Offering an unusually comprehensive view of this process, the authors chart a group of freshmen as they study and write in their dormitories, recording their "think-aloud" strategies for reading, writing, and revising, their interpretation of the task, and their broader social, cultural, and contextual understanding of college writing. Flower, Stein, and colleagues convincingly conclude that the legacy of schooling in general makes the transition to college difficult and, more important, that the assumptions students hold and the strategies they use in undertaking this task play a significant role in their academic performance. Embracing a broad range of perspectives from rhetoric, composition, literacy research, literary and cultural theory, and cognitive psychology, this rigorous analysis treats reading-to-write as both a cognitive and social process. It will interest researchers and theoreticians in rhetoric and writing, teachers working with students in transition from high school to college, and educators involved in the links between cognition and the social process.
Reading and Writing Development for Children with Down Syndrome (11-16 Years)
Reading skills are often a strength for teenagers with Down syndrome. Teenagers can often read at a higher level than would be predicted from their general cognitive and language abilities. Those who have not achieved reading success in their primary years may make significant progress during their teenage years. Reading and writing skills are important for everyday life and for access to the world of literature. They are also powerful tools for developing the speech and language of teenagers with Down syndrome and for mediating their cognitive development. Reading and writing can support communication, enable teenagers to achieve greater independence and enrich education and academic attainments across the curriculum. This module explains how language and literacy teaching can work together to promote the development of teenagers with Down syndrome. Guidance on teaching methods, expectations and examples of teenagers' work combine to show teachers and parents how to include teenagers in literacy learning programmes, with an understanding of particular issues related to speech, language and memory development.This module should be read in conjunction with Reading and writing for individuals with Down syndrome: An overview, DSii-07-01] as the overview provides important background information on how individuals learn to read, the adaptations that will help pupils with Down syndrome, and the benefits of being involved in reading instruction