Have We Taught Them to Read at the Expense of Teaching Them to Write? [microform] / Joyce Lee.
Because students in remedial classes often become better readers without becoming better writers, a year-long experimental "change of focus" in a Title I remedial program attempted to close this gap by placing a greater emphasis on overcoming writing skill deficits than on overcoming readi...
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| Format: | Microfilm Book |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1982.
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MARC
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| 008 | 821001s1982 xx |||| b ||| | eng d | ||
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| 099 | |f ERIC DOC # |a ED226322 | ||
| 100 | 1 | |a Lee, Joyce. | |
| 245 | 1 | 0 | |a Have We Taught Them to Read at the Expense of Teaching Them to Write? |h [microform] / |c Joyce Lee. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1982. | ||
| 300 | |a 11 p. | ||
| 336 | |a text |2 rdacontent. | ||
| 337 | |a microform |2 rdamedia. | ||
| 338 | |a microfiche |2 rdacarrier. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Keystone State Reading Association (15th, White Haven, PA, October 13-15, 1982). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED226322. | ||
| 520 | |a Because students in remedial classes often become better readers without becoming better writers, a year-long experimental "change of focus" in a Title I remedial program attempted to close this gap by placing a greater emphasis on overcoming writing skill deficits than on overcoming reading skill deficits. To address teacher concerns while simultaneously stimulating student interest, a five-part letter in a private diary format and a six-step formula for answering questions in complete sentence form were used as the basis for instruction. The six steps involved the following: (1) reading the question, (2) crossing out the question word, (3) finding a good "starting word," (4) underlining some of the words from the question that could be used in the answer, (5) changing personal pronouns and other words that did not make sense, and (6) writing out the answer. These "no fail" strategies not only started the students writing, they provided a structure that kept them writing. Bad misspellings were unacceptable, but "good" misspellings were rewarded. Once students could construct clear, concise, literate topic sentences, the daily writing requirement was increased to include one development sentence built on the same pattern as the topic sentence. Three sentence paragraphs were reached by midyear. Carefully paired sentences designed to elicit comparison-contrast compositions were then used to stimulate "real," quality compositions. (JL) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
| 583 | 1 | |a committed to retain |c 20240101 |d 20490101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies | |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Federal Programs. |2 ericd. |
| 650 | 1 | 7 | |a Integrated Activities. |2 ericd. |
| 650 | 0 | 7 | |a Reading Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 1 | 7 | |a Remedial Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Remedial Programs. |2 ericd. |
| 650 | 1 | 7 | |a Teaching Methods. |2 ericd. |
| 650 | 1 | 7 | |a Writing Exercises. |2 ericd. |
| 650 | 1 | 7 | |a Writing Instruction. |2 ericd. |
| 650 | 0 | 7 | |a Writing Skills. |2 ericd. |
| 856 | 4 | 2 | |z Request ERIC Document |u https://colorado.idm.oclc.org/login?url=https://colorado.illiad.oclc.org/illiad/COD/illiad.dll?Action=10&Form=23 |
| 907 | |a .b63073717 |b 01-18-22 |c 10-13-10 | ||
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| 956 | |a ERIC | ||
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Boulder Campus |c Offsite |d PASCAL Offsite |e ED226322 |h Other scheme |i microfiche |n 1 |