ERIC Number: EJ1424069
Record Type: Journal
Publication Date: 2024
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-0561
EISSN: EISSN-1936-2714
Evidence-Based Practices to Enliven Integrated Reading-to-Writing Instruction
Kathleen A. J. Mohr; Cindy D. Jones; Kalie Chamberlain; Kara DeCoursey; Marla Robertson; Catherine Summers; Megan Bagley
Reading Teacher, v77 n6 p909-917 2024
Despite strong support for integrating reading and writing instruction, writing practice is often crowded out of the schedule in elementary classrooms. To promote increased emphasis on writing, a working group of literacy researchers highlights three writing goals and six research-based reading-to-writing practices to enliven instruction with more integrated opportunities. The three featured goals are maximize reading-writing connections, increase student collaborative writing, and promote a classroom writing community. To achieve these goals, the authors highlight flexible, evidenced-based writing activities to encourage genre diversity, goal-setting, peer feedback, and cross-curricular reading tasks. The collection of recommended practices has the potential to engage students and improve both reading and writing achievement.
Descriptors: Evidence Based Practice, Integrated Activities, Reading Instruction, Writing Instruction, Collaborative Writing, Writing Assignments, Literary Genres, Goal Orientation, Peer Evaluation, Feedback (Response), Interdisciplinary Approach, Reading Writing Relationship, Reading Achievement, Writing Achievement
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A