Two views of reading and writing -- A new approach to literacy development -- Statement of rationale and goals -- 1. Understanding two approaches to reading and writing instruction -- The skills approach -- The whole-language approach -- Historical roots of the controversy -- What's wrong and what's right about each approach -- Integrating the two approaches -- 2. Understanding and mediating the reading process -- The general task processor -- The general information screener -- The propositional network processor -- The word processor -- The macrostructure generator -- 3. Understanding and mediating the writing process -- The general task processor -- The network processor -- The sentence processor -- The word procesor -- The graphemic processor -- The editorial processor -- 4. Mediated instruction in the classroom -- The mini-lesson -- The activity period -- The sharing period
Summary
Teachers who attempt to enhance the reading and writing skills of their students face one of the most difficult tasks in education. Not only are reading and writing two of the most difficult processes to teach and reinforce but they are two of the most important. After working with literally thousands of teachers to improve their effectiveness at enhancing these key literacy skills and after surveying the research, we have come to some conclusions about how reading and writing can be taught and reinforced. We present what we have learned in this book. (PsycINFO Database Record (c) 2004 APA, all rights reserved)
Bibliography
Includes bibliographical references (pages 135-142)
