Reading-Writing Connections: Discourse-Oriented Research

Autor/in	Parodi, Giovanni
Titel	Reading-Writing Connections: Discourse-Oriented Research
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 20 (2007) 3, S.225-250 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-006-9029-7
Schlagwörter	Reading Processes; Writing Processes; Correlation; Language Processing; Reading Comprehension; Grade 8; Psycholinguistics; Investigations; Reading Research; Writing Research; Reading Tests; Writing Tests; Learning Strategies; Cognitive Style; Reading Writing Relationship + Suchen Sie Ihr Suchwort? Leseprozess; Korrelation; Sprachverarbeitung; Leseverstehen; School year 08; 8. Schuljahr; Schuljahr 08; Psycholinguistik; Untersuchung; Leseforschung; Schreibforschung; Lesetest; Writing test; Schreibtest; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Cognitive styles; Kognitiver Stil
Abstract	As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between these two psycholinguistic processes, particularly from a discourse and cognitive perspective. Argumentative texts were analyzed in the present investigation on reading-writing connections. Four tests were designed and tested on 439 eighth graders. The tests assessed psycholinguistic variables that account for the microstructural, macrostructural and superstructural levels of comprehension/production processing. Correlation results showed significant coefficients between reading and writing of argumentative texts in all the psycholinguistic levels analyzed. These results suggest that the processes involved in both activities share some common knowledge-based strategies. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10