Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers.
This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop...
| Publicado en: | Reading Teacher Vol. 77; no. 5; pp. 770 - 781 |
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| Autores principales: | , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar/Apr2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=176246151&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 176246151 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Mar/Apr2024 vid: 77 iid: 5 pid: 480 pub: Wiley-Blackwell artinfo: ui: 176246151 10.1002/trtr.2284 ppf: 770 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 437KB tig: atl: Writing and Reading Connections: A before, during, and after Experience for Critical Thinkers. aug: au: Deane, Paul Traga Philippakos, Zoi A. su: Critical thinking Metacognition Critical analysis Peer review of students Orthography & spelling sug: subj: Critical thinking Metacognition Critical analysis Peer review of students Orthography & spelling keyword: reading and writing writing and reading connections writing to learn writing–reading interaction ab: This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop metacognitive skills and self‐regulation, both of which are fostered by writing‐for‐reading and reading‐for‐writing tasks. Writing for reading includes prereading tasks, such as analyzing form, topic, audience, and purpose; writing during reading includes tasks such as notetaking; and writing after reading includes tasks such as writing summaries. Reading for writing includes prewriting tasks, such as analysis of task requirements; reading during writing includes tasks such as correcting errors, monitoring for content quality, and searching source texts for needed information; and reading after writing includes tasks such as self‐evaluation and peer review. To illustrate these concepts in a pedagogical context, this article provides practical strategies for integrating reading and writing tasks in the classroom. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2024 holdings: @attributes: islocal: N |
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