Reading & Writing Connections Final Draft

7/28/2019 Reading & Writing Connections Final Draft

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Reading & Writing Connection:

A Cognitive Strategies Approach toInterpretive Reading and Writing

Presented by: Cordella Pryce

Omar Betton 1


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Objectives

At the end of this presentation participants should

be able to:

Define the concept reading and writing connection

Explain the importance of reading and writing

connection in literacy acquisition

Explain how the following strategies can be used to

foster the reading and writing connection: dialogue

journals, response journals and double entry journals

P R Y C E & B E T T O N 2


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DEFINITION



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Reading and Writingare essentially

Two similar processes

of meaning constructioninvolving the use of

cognitive strategies such as thinking

and deciphering meaning.



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THE IMPORTANCE OF READINGAND WRITING CONNECTION

IN

LITERACY ACQUISITION



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The Importance of reading and writing in literacy

acquisition

Students learn a variety of writing styles and elements of

craft which they can apply to their own writing.

While enjoying a good story, students hear the language ofgood writers, are exposed to rich vocabulary and developliteracy awareness, or a sense of story. They learn thestructure and language of books, and they acquire literacyskills that can be transferred to their own writing.



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acquisition

Story readings help teach children meaning of

unfamiliar words and that read-aloud events helpstudents learn new words. Using new words inwriting moves those words into the studentspersonal vocabulary.

Reading and writing help students to discover newideas, new direction and better ways of saying theirideas.



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acquisition

The reading and writing connection is importantas it makes better writers better readers and betterreaders better writers.

By reading we learn grammar, punctuation,spelling, new vocabulary and ideas to help usstart writing.



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acquisition

Reading and writing help students toexpress thoughts and understandingthrough symbolic representation.

Maybe used to develop social aspect suchas writing friendly letters and in themaking of greeting cards.



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acquisition

Develop affective aspects such as reading and responding

through writing to show how they feel about thatparticular text.

Skills such as emergent literacy aspect, decodingknowledge, syntactic knowledge, discourse knowledgesuch as type of writing for an information text, a narrativetext or a persuasive piece.



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strategies to fosterreading and writing

connection



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Dialogue Journals

Dialogue journals are written conversationsbetween the student and teacher that enable

them to both genuinely communicate their

ideas, feelings, and experiences in the classroom

while at the same time providing meaningful

reading and writing experience to the students

(Bailes, 1999).



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Dialogue Journals

It can also serve as a bridge from the

more interactive conversations in real life

to the more formal essay and report

writing tasks in the classroom (Bailes,

1999).



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(Bailes, 1999).P R Y C E & B E T T O N 14


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Response Journals

Response journals provide learners with an

opportunity to record their personal thoughts,

emotions, ideas, questions, reflections, connections,

and new learning on what they hear, view, read,

write, discuss and think (Brownlie, 2005). Response journals allow the students to remember

to hold on to their thinking about what they are

reading (Zimmermann, 1997).



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(Wisconsin educational board,

2006-2012)P R Y C E & B E T T O N 16


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The double-entry Journal

The Double-Entry Journal strategy enables

students to record their responses to text as

they read.

Students write down phrases or sentences from

their assigned reading and then write their ownreaction to that passage. The purpose of this

strategy is to give students the opportunity to

express their thoughts and become actively

involved with the material they read.

Joyce, M. (1997)



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Double Entry Journals

Double-entry journals give students a way to interactpersonally with the text, by reflecting on and writingabout their understanding of the material they arereading.

Students can use the text to form an opinion and then usepieces of text to support their opinions. Students process

the information and relate to the text, increasing readingcomprehension.



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Double Entry Journals

Research by Marzano (1988) emphasizes the

importance of metacognition and student learning.

By writing about what they are thinking, students

show their thinking process as they read, allowing

teachers to redirect or encourage students to bemore effective readers.



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References

Bailes, C. (1999)."Dialogue Journals: Fellowship,

conversation, and english modeling."Perspectives inEducation and Deafness, 17:5.

Joyce, M. (1997). Double Entry Journals and Learning

Logs. Retrieved November 9, 2012 from

http://www.maslibraries.org/infolit/samplers/spring/doub.html

Marzano, R.J. et al. (1988). Dimensions of Thinking: A

Framework for Curriculum and Instruction. Alexandria,

VA: Association of Supervision and CurriculumDevelopment (ASCD).

http://www.maslibraries.org/infolit/samplers/spring/doub.htmlhttp://www.maslibraries.org/infolit/samplers/spring/doub.htmlhttp://www.maslibraries.org/infolit/samplers/spring/doub.htmlhttp://www.maslibraries.org/infolit/samplers/spring/doub.html


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References

Wisconsin educational board, (2006-2012). Response

Journals. Retrieved November 25, 2012from http://reading.ecb.org/teacher/visualizing/visual_sl

ideshow9.html

http://reading.ecb.org/teacher/visualizing/visual_slideshow9.htmlhttp://reading.ecb.org/teacher/visualizing/visual_slideshow9.htmlhttp://reading.ecb.org/teacher/visualizing/visual_slideshow9.htmlhttp://reading.ecb.org/teacher/visualizing/visual_slideshow9.html

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Reading & Writing Connections Final Draft