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>Joining in on Jennifer's eloquent response and Joy's comments and questions. I
see the connections also as part of the modeling/guided practice/independent and
application cycle of learning WORKING BOTH WAYS. I am also remembering a
wonderful article/study from years ago which I have in my files somewhere (in
one of my two current home bases) which I will find as soon as I can. The
researcher read aloud books (shared reading with text available to children)
with interesting sentence patterns...e.g. If I were in charge of the world,
...etc. Then the children composed their own variations. The results were both
improved more interesting syntactical structures in writing but also increased
comprehension of writing with more complex structures.
Gosh I wish I could remember his name...it's James something and I am just
getting to that stage of meeting up with more stuff that I can't quite
remember, or at least not right away! Oh well!!!
This was something I built on with my own students in occasionally doing the
same with older students with sentence imitation. I think it works the same
way. Finding an interesting sentence or two for whatever reason and having
kids play with it, imitating part of speech for part of speech, and
discussing why and how it is effective.
I realize this is just one small part of the reading/writing connection.
Oh and one other interesting perspective on this, I remember Connie Weaver's
chart paralleling the stages of reading and writing development - they match
up really well. (I realize others have done this as well). But what was
especially interesting was her comment that sometimes one or the other side
led the way for particular children. For some children the writing was the
leading edge. For others the reading edge. Then Sharon Zinke (think that's
the right spelling) presented at a conference the work of her children
illustrating just that. It was very interesting and I haven't forgotten it!
Sally
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