Sally, If you could tell me more about the leading edges and how that can be determined that would be fabulous! I've heard some of the names you mention. I'm wondering if any of them have done any research? Something eles to check when I'm at NC State tomorrow!
Joy/NC/4 How children learn is as important as what they learn: process and content go hand in hand. http://www.responsiveclassroom.org --- On Sun, 7/6/08, thomas <[EMAIL PROTECTED]> wrote: From: thomas <[EMAIL PROTECTED]> Subject: Re: [Understand] Reading/writing connection To: "Special Chat List for "To Understand: New Horizons in Reading Comprehension"" <[email protected]> Date: Sunday, July 6, 2008, 2:26 PM > > > > > > > > >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 > > > > > **************Gas prices getting you down? Search AOL Autos for > fuel-efficient used cars. > (http://autos.aol.com/used?ncid=aolaut00050000000007) > _______________________________________________ > Understand mailing list > [email protected] > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org > > > > _______________________________________________ > Understand mailing list > [email protected] > http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org _______________________________________________ Understand mailing list [email protected] http://literacyworkshop.org/mailman/listinfo/understand_literacyworkshop.org
