Integration of Reading and Writing Strategies To Improve Reading [electronic resource] / Susan Lewandowski.
A program was developed for improving the reading of second-grade students in a progressive suburban community in northern Illinois. The problem was originally noted by an increase in the need for support services and low standardized test scores. Analysis of probable cause data revealed that studen...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1994.
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| Subjects: |
MARC
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| 100 | 1 | |a Lewandowski, Susan. | |
| 245 | 1 | 0 | |a Integration of Reading and Writing Strategies To Improve Reading |h [electronic resource] / |c Susan Lewandowski. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1994. | ||
| 300 | |a 92 p. | ||
| 500 | |a ERIC Document Number: ED371316. | ||
| 500 | |a ERIC Note: M.A. Project, Saint Xavier University. |5 ericd. | ||
| 520 | |a A program was developed for improving the reading of second-grade students in a progressive suburban community in northern Illinois. The problem was originally noted by an increase in the need for support services and low standardized test scores. Analysis of probable cause data revealed that students lacked knowledge of the relationship between reading and writing processes. In addition, a review of the district's general curriculum and textbooks revealed that academic concepts were taught in isolation. Solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: development of activities for students to integrate the reading and writing process, communication of student originated ideas in reading and writing, and demonstration of higher-order thinking through reading and writing. All strategic solutions occurred through curricular modifications and changes in teaching practices. All symptoms of the original problem were reduced as projected: students' integration of reading and writing improved; students' ability to communicate original ideas increased; and students demonstrated higher-order thinking skills through reading and writing. (Contains 38 references and 6 tables of data. A total of 25 appendixes presenting data, student writing samples, checklists, and lesson plans are attached.) (Author/RS) | ||
| 650 | 0 | 7 | |a Action Research. |2 ericd. |
| 650 | 1 | 7 | |a Grade 2. |2 ericd. |
| 650 | 0 | 7 | |a Primary Education. |2 ericd. |
| 650 | 0 | 7 | |a Reading Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Reading Improvement. |2 ericd. |
| 650 | 1 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Reading Research. |2 ericd. |
| 650 | 1 | 7 | |a Reading Writing Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Thinking Skills. |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
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