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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.
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