READING AND WRITING CONNECTIONS I still hold that the greatest joy of being a writer is that I can read all I want to and call it work. —Katherine Paterson, national ambassador for Young People’s Literature, 2010-2011
2
KEY FINDINGS
> > Reading and writing are mutually supportive language processes; they are interdependent processes that are essential to each other and mutually beneficial (Cunningham and Zilbusky, 2014; Pinnell and Fountas, 2011; Holt and Vacca, 1984). > > Writing about reading makes comprehension visible; it also helps readers frame and focus their understanding (Serravallo, 2012, 2013; Graham and Perin, 2007; Graham and Hebert, 2010). Asking students to write about their reading may provide the best window into their reading process and comprehension (Serravallo, 2012, 2013; Roessing, 2009). > > Reading and writing are complex developmental language processes involving the orchestration and integration of a wide range of understandings, strategies, skills, and attitudes. Both processes develop as a natural extension of children’s need to communicate and make sense of their varied experiences (Pinnell and Fountas, 2011). > > Beginning readers and writers learn to use many sources of information including memory, experience, pictures, and their knowledge of language—purpose, structure, and sound/symbol relationships (Bennett-Armistead, Duke, and Moses, 2005). Literacy emerges when children draw and label pictures, and create, act out, or retell stories. During these times they are engaged in literate behaviors that are essential aspects of the language development process (Teale and Sulzby, 1986). > > Young writers come to understand the responsibilities of an author and learn to follow the rules of conventional writing. All young writers eventually learn to write with their potential readers in mind. (Bennett-Armistead, 2005; Cunningham and Zibulsky, 2013).
154
CHAPTER 5: TEACH
Made with FlippingBook - Online catalogs