Facilitating Connecting Links between Reading and Writing.

Autor/in	Braun, Carl
Titel	Facilitating Connecting Links between Reading and Writing.
Quelle	(1986), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Case Studies; Class Activities; Classroom Environment; Elementary Education; Integrated Activities; Language Arts; Reading Instruction; Reading Writing Relationship; Teacher Student Relationship; Teaching Methods; Writing Instruction + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Case study; Fallstudie; Case Study; Klassenklima; Unterrichtsklima; Elementarunterricht; Integrierender Unterricht; Sprachkultur; Leseunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht
Abstract	The relationship between reading and writing, a subset of curriculum integration, involves an expanding knowledge of how connections across the language arts work and how they can be applied in everyday learning. Various theories have been postulated to explain the reading/writing connection. To enable children to make these connections, teachers should create a classroom environment that invites risk-taking for both child and teacher, emphasizes the learning process, involves demonstrations of learning by the teacher, and represents a literate environment. The following classroom strategies can be employed to help students make reading/writing connections: (1) teacher student conferences, which allow teachers to gain insight into their students' interests and needs, while sharing insights about the learning process and stimulating further engagement; (2) group talk, such as a listening response or a discussion of a text; (3) group cloze procedures, which emphasize the nature of text, particularly the sensible fit of words; and (4) semantic mapping, which represents visually the link between spoken and written texts. (A case study, in which a fourth grade teacher reads the sound poem "Weather" to her students, is included to illustrate how a teacher can help students make connections between various listening, reading, and writing experiences.) (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01