Relevant bibliographies by topics / Reading-writing relationship

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Reading-writing relationship'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Reading-writing relationship"

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Jiménez, Juan E., and Maria A. Rumeau. "Writing Disorders and Their Relationship to Reading-Writing Methods." Journal of Learning Disabilities 22, no. 3 (1989): 195–99. http://dx.doi.org/10.1177/002221948902200312.

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Seo, Ju Young. "Writing-Reading Relationship of Elementary Students at Risk for Writing Disabilities." Korean Journal of Special Education 50, no. 1 (2015): 99–109. http://dx.doi.org/10.15861/kjse.2015.50.1.99.

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Wong, Yu Ka. "Exploring the reading–writing relationship in young Chinese language learners’ sentence writing." Reading and Writing 31, no. 4 (2018): 945–64. http://dx.doi.org/10.1007/s11145-018-9820-2.

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Mais Nurullayeva, Sevinj. "Development of children’s reading and writing skills at level of primary education in Azerbaijan." SCIENTIFIC WORK 56, no. 07 (2020): 93–95. http://dx.doi.org/10.36719/2663-4619/56/93-95.

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Human beings perceive of the outside world by listening and reading skills; he also conveys his emotions, thoughts, dreams and impressions to his opponents with his speaking and writing skills. In other words, listening and reading comprehension, speaking and writing is the ability to explain. For this, developing reading, writing skills in primary school children is important. The relationship between this skills should be well understood and attention should be paid to these skills in education and training. Key words: Primary education, researches, reading, writing, relationship of reading
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Najmi, Najmi, Atmazaki Atmazaki, and Abdurrahman Abdurrahman. "RELATIONSHIPS BETWEEN READING SKILL AND WRITING SKILL OF POPULAR ARTICLES BASED ON CLASS STUDY CLASS XI SMA NEGERI 5 PADANG." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 8, no. 1 (2018): 29. http://dx.doi.org/10.24036/ld.v8i1.10344.

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This research is purposed to explain subsequent concerns. Describe the relationship between student’s critical ability and student’s popular-article writing skill in class XI SMA Negeri 5 Padang and describe the relationship between critical reading ability and popular-article writing skill based on student’s visual learners, auditory learners, tactual learners at class XI SMA Negeri 5 Padang. This correlation research is taken population of students in class XI SMA Negeri 5 Padang year of school 2013/2014. Sample collection in 30 students this research is conducted by using proportional rando
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Grabe, William, and Cui Zhang. "Reading-writing relationships in first and second language academic literacy development." Language Teaching 49, no. 3 (2016): 339–55. http://dx.doi.org/10.1017/s0261444816000082.

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Reading and writing relations, as this concept applies to academic learning contexts, whether as a major way to learn language or academic content, is a pervasive issue in English for academic purposes (EAP) contexts. In many cases, this major link between reading/writing and academic learning is true even though explicit discussions of this relationship are commonly identified in other ways. For example, research on summarizing skills is an aspect of abilities that come under reading-writing relations. Similarly, topics including synthesis writing, note-taking, plagiarism, content-driven essa
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Olivier, Christina Ethel, and Liswani Simasiku. "Exploring Reading & Writing Relationships in Grade Five." Journal of English Language and Literature 3, no. 2 (2015): 246–52. http://dx.doi.org/10.17722/jell.v3i2.48.

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The study investigated the relationship between reading and writing with Grade Five learners. The objective of the study was to investigate whether extensive reading and practice in writing enhance learners’ reading and writing skills. The sample for the study consisted of eighty Grade Five learners at a school in an informal settlement in Windhoek. The methods used were questionnaire and case study surveys, and a quasi-experiment. A questionnaire survey and a pre-test administered to both groups were followed by intervention. Qualitative data were gathered means of a case study, while quantit
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Lee, Sy-Ying, and Stephen Krashen. "Writing Apprehension in Chinese as a First Language." ITL - International Journal of Applied Linguistics 115-116 (January 1, 1997): 27–37. http://dx.doi.org/10.1075/itl.115-116.02lee.

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Abstract First year high school students in Taiwan filled out a questionniare probing their writing anxiety and leisure reading and writing habits in Chinese. A strong relationship was found between reported writing apprehension and frequency of leisure writing, confirming results reported by Daly and associates with North American English-speaking subjects. In addition, there was evidence of a relationship between writing apprehension and frequency of reading, suggesting that those who read more have lower writing apprehension.
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Mohd Rashid, Rahmah. "The relationship between reading in L1 and EFL writing performance." Social and Management Research Journal 4, no. 1 (2007): 53. http://dx.doi.org/10.24191/smrj.v4i1.5125.

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Earlier studies on reading and writing relationship have shown that what is learned in reading changes as students come to terms with the process (Chall, 1996). Beginning readers are much more word bound or word oriented than those who are proficient readers and writers. As readers develop a comfortable grasp of basic word recognition and spelling, their attention begin to shift to other issues of interpretation and communication. The developmental lines of reading and writing, according to Shanahan, (1997), are sufficiently similar that the two activities can be combined successfully, in diff
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Nofitri, Zartika, and Ena Noveria. "Hubungan Kemampuan Membaca Pemahaman dengan Kemampuan Menulis." Pendidikan Bahasa Indonesia 9, no. 2 (2020): 80. http://dx.doi.org/10.24036/108994-019883.

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ABSTRACTThis article generally aims to determine the ability to read with the ability to write, while specifically to get an idea of the relationship between reading and writing in writing an article. The ability to reading comprehension and write has a very close relationship when viewed from various aspect. This certainly happens because there is continuity between the two language skills. A writer will not be able to produce a good writing if unable and skilled in reading. Skillful in reading here means being able to understand the contents of the reading and know the meaning of the reading
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Dissertations / Theses on the topic "Reading-writing relationship"

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Beare, Sophie. "The reading-writing relationship: Three teaching approaches designed using reading and writing activities to develop persuasive discourse in adult ESL writing." Thesis, University of Ottawa (Canada), 1993. http://hdl.handle.net/10393/7930.

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This thesis examines the supportive relationship between reading and writing. Using persuasive discourse structure, the study explores whether reading and writing taught together in context enhance writing more than if each of these modes is taught separately. The thesis focuses on the interactive approach to reading and writing as explained by Shanahan (1984). To explain the structure of the persuasive mode in writing Kinneavy's (1983) classification of discourse types is used. According to Kinneavy (1983) the writer's purpose establishes the discourse type. He states "The aims of discourse d
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Sloane, Sarah Jane. "Interactive fiction, virtual realities, and the reading-writing relationship." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1287425155.

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Sloane, Sarah. "Interactive fiction, virtual realities, and the reading-writing relationship /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487757723997035.

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Koons, Heather H. Cizek Gregory J. "The reading-writing connection an investigation of the relationship between reading ability and writing quality across multiple grades and three writing discourse modes /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1696.

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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2008.<br>Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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Withrow, Mark H. Hesse Douglas Dean. "Enhancing students' relationship with language instructional strategies for teaching reading and writing /." Normal, Ill. Illinois State University, 1990. http://wwwlib.umi.com/cr/ilstu/fullcit?p9115232.

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Thesis (D.A.)--Illinois State University, 1990.<br>Title from title page screen, viewed December 1, 2005. Dissertation Committee: Douglas D. Hesse (chair), Glenn A. Grever, Ronald J. Fortune, Janice Neuleib, Fay F. Bowren. Includes bibliographical references (leaves 209-218) and abstract. Also available in print.
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McCarthy, Erin Marie. "The relationship between a collaborative reading-writing project and second grade students' motivation." Honors in the Major Thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1040.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Education<br>Elementary Education
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Jones, Cindy D. "The Effects of Interactive Writing Instruction on Kindergarten Students' Acquisition of Early Reading Skills." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/148.

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This study focused upon the established importance of the reading-writing relationship and its posited effect on literacy development. A repeated-measures experimental design investigated the effects of interactive writing instruction on 151 kindergarten students’ acquisition of early reading skills. Multilevel modeling was used to evaluate the impact of the reading-writing relationship as operationalized with interactive writing and writing workshop on the acquisition of early reading skills as repeated outcome measures at four points in time (Level 1) were clustered within students (Level 2)
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Maxwell, Lyndi R. "Voices of Pen Pals: Exploring the Relationship Between Daily Writing and Writing Development, and Reading Comprehension with Third Grade Students." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426176485.

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Allen, Patricia Hayden. "The relationship of learner entry characteristics and reading and writing skills to program exit outcome." FIU Digital Commons, 1994. http://digitalcommons.fiu.edu/etd/1141.

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An approach to enhancing the success of nursing students is found in understanding the learning process and in the academic and sociologic variables placing students at risk for failure and attrition. Utilizing Bloom's Mastery Model, nurse educators may reduce failure and attrition by enhancing alterable variables. This Ex Post Facto investigation utilized Bloom's learning theory to examine a causal relationship of learner entry characteristics, learner reading and writing skills and the impact on program exit grade point average. The study sample was comprised of 143 nursing students entering
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Moran, Katherine E. "Exploring Undergraduate Disciplinary Writing: Expectations and Evidence in Psychology and Chemistry." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/alesl_diss/24.

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Research in the area of academic writing has demonstrated that writing varies significantly across disciplines and among genres within disciplines. Two important approaches to studying diversity in disciplinary academic writing have been the genre-based approach and the corpus-based approach. Genre studies have considered the situatedness of writing tasks, including the larger sociocultural context of the discourse community (e.g., Berkenkotter & Huckin, 1995; Bhatia, 2004) as well as the move structure in specific genres like the research article (e.g., Swales, 1990, 2004). Corpus- based stud
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Books on the topic "Reading-writing relationship"

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Clifford, Geraldine Jonc ʹich. A sisyphean task: Historical perspectives on the relationship between writing and reading instruction. Center for the Study of Writing, 1987.

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Phipps, Marilyn. The relationship of gender issues to the development of reading and writing in the early years. University of Birmingham, 1994.

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G, Cockman James, ed. Reading, writing and revenge. Data Communications, 2010.

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Robb, Laura. Easy-to-manage reading & writing conferences: Practical ideas for making conferences work. Scholastic Professional Books, 1998.

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Paul, Dierdre Glenn. Raising Black children who love reading and writing: A guide from birth through grade six. Bergin & Garvey, 1999.

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College success simplified: Managing stress, developing concentration, active listening and notetaking, reading textbooks, writing effectively, preparing for a career, managing your money, well-being and relationships. 2nd ed. Pearson Education, 2008.

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Writers, Freedom. The Freedom Writers diary: How a teacher and 150 teens used writing to change themselves and the world around them. Doubleday, 1999.

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Erin, Gruwell, ed. The Freedom Writers diary: How a teacher and 150 teens used writing to change themselves and the world around them. Broadway Books, 1999.

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The reading-writing relationship: Three teaching approaches designed using reading and writing activities to develop persuasive discourse in adult ESL writing. 1993.

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Allen, Patricia Ellen Hayden. THE RELATIONSHIP OF LEARNER ENTRY CHARACTERISTICS AND READING AND WRITING SKILLS TO PROGRAM EXIT OUTCOME. 1994.

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Book chapters on the topic "Reading-writing relationship"

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Bos, Kees P. "Relationship Between Cognitive Development, Decoding Skill, and Reading Comprehension in Learning-Disabled Dutch Children." In Reading and Writing Disorders in Different Orthographic Systems. Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-1041-6_4.

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Collins, Jim. "“If You Can Read, You Can Write, or Can You, Really?”." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_16.

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AbstractThe popular literary culture that emerged in the late 1990 s depended on a number of interdependent factors that formed a unique media ecology—book clubs (actual, online, televisual) literary bestsellers, Amazon.com, high-concept adaptation films, “superstore” bookstore chains, etc. The reading cultures generated by that media ecology were unified by certain overarching values, none more significant than the empowerment of amateur readers who were driven by the conviction that passionate reading was equal, if not superior to the bloodless close reading of professionalized readers. While the latter required a long apprenticeship, the former was guided by a self-imaging process that was fueled by a reading advice industry that provided confidence-building measures to validate that reading. The empowerment of readers depended on knowing where to look for both expertise and validation. Or, to put it another way, quality reading depended less on native intelligence, or a university education, and more on the ability to search and filter. Many of the factors that led to a fundamental recalibration of the relationship between amateur and professionalized reading have also changed the relationship between amateur and professional writing. I want to focus on the deeply conflicted perspectives concerning how the craft of writing is taught, or even can be taught, that have emerged over the past year in North American Literary cultures, in three contemporary novels, Tommy Orange’s There There (2018), Sigrid Nunez’s The Friend (2018) and Ocean Vuong’s On Earth We are Briefly Gorgeous (2019).
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Myatt, Julie A. "Reorienting Relationships to Reading by Dwelling in Our Discomfort." In Digital Reading and Writing in Composition Studies. Routledge, 2019. http://dx.doi.org/10.4324/9781351052948-11.

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Mäki, Hanna S., Marinus J. M. Voeten, Marja M. S. Vauras, and Pekka Niemi. "Relationships between reading and writing skills in the intermediate grades." In Studies in Written Language and Literacy. John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/swll.11.15mak.

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Durgunoğlu, Aydin Yücesan, Montserrat Mir, and Sofia Ariño-Marti. "The Relationships Between Bilingual Children’S Reading And Writing In Their Two Languages." In Studies in Writing. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0363-6_4.

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Sela, Itamar. "The Relationships Between Motor Learning, the Visual System and Dyslexia." In Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4086-0_10.

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Berninger, Virginia W. "Introduction to the Varieties of Orthographic Knowledge II: Relationships to Phonology, Reading, and Writing." In The Varieties of Orthographic Knowledge. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0385-5_1.

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Jiménez, Juan E., Eduardo García, Francisco Naranjo, Sara C. de León, and Juan A. Hernández-Cabrera. "An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children." In Literacy Studies. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38811-9_3.

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"Reading and writing: a reciprocal relationship." In Learning to be Literate. Routledge, 2016. http://dx.doi.org/10.4324/9781315643502-20.

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Scappettone, Jennifer. "‘Fog is My Land’: A Citizenship of Mutual Estrangement in the Painted Books of Etel Adnan." In Reading Experimental Writing. Edinburgh University Press, 2020. http://dx.doi.org/10.3366/edinburgh/9781474440387.003.0002.

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In a 1989 essay titled “To Write in a Foreign Language,” Etel Adnan describes the trajectory of her relationship to Arabic, a language associated with shame and sin in the context of her French convent education in Beirut, but which her Syrian father had her copy by rote from an Arabic-Turkish grammar as a desperate means of recuperation. Her family’s common languages were Turkish and French; Adnan acquired knowledge of Arabic writing through a channel more somatic than semantic. During the Algerian war of independence, when a dream of Arab unity emerged, Adnan’s attitude to the languages of her inheritance changed: “I didn’t need to write in French anymore, I was going to paint in Arabic.” How does this dream constitute itself in Adnan’s poetry and painting? And how are readers to parse the sometimes unintelligible sign systems that result? This chapter will explore the geopolitical implications of Adnan’s “xenoglossic” poetics, which sporadically merges the mediums of writing and painting in folded leporello books, to contemplate how her practices of transcription and supralinguistic gesture enable us to revise reigning discursive categories of cultural nativity and solidarity, citizenship and statelessness.
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Conference papers on the topic "Reading-writing relationship"

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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning t
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Nurdiani, Silvana, Syahrul R, and Abdurahman Abdurahman. "The relationship of vocabulary and reading comprehension in the writing skills descriptive text reviewed gender." In International Conferences on Educational, Social Sciences and Technology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.29210/20181123.

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Kairiene, Aida. "The Relationship between English Language Skills and Learning Needs of Secondary School Students." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.010.

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Students learn English with certain motives. Many students seek to improve their careers, others seek to gain confidence, and others plan to live abroad. Thus, the problematic question arises: how do English language skills and learning needs of secondary school students relate to each other? The research aim is to designate the relationship between English language skills and learning needs of secondary school students. The methods of descriptive statistics were used. The Spearman rank correlation coefficient was applied. Mostly the medium correlation and a weak correlation were dominated bet
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Lopez, Mike, Jacqueline Whalley, Phil Robbins, and Raymond Lister. "Relationships between reading, tracing and writing skills in introductory programming." In Proceeding of the fourth international workshop. ACM Press, 2008. http://dx.doi.org/10.1145/1404520.1404531.

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