Writing skills are essential for success in the 21st-century school and workplace, but most classrooms devote far more time to reading instruction, with writing often addressed in isolation or excluded. In this insightful professional development resource and text, leading researchers discuss why and how to integrate writing and reading instruction in grades K–12 and beyond. Contributors explore how to harness writing–reading connections to support learning in such areas as phonics and spelling, vocabulary, understanding genre and text structure, and self-regulated strategy development, as well as across content areas and disciplines. Special considerations in teaching emergent bilingual students and struggling literacy learners are described. User-friendly features include guiding questions, classroom examples, and action questions that help teachers translate the research and concepts into practice.

Volume contains: 204 NY 581 (U.S. Wood Preserving Co. v. City of N.Y.) 204 NY 324 (Utess v. Erie R.R. Co.) 204 NY 58 (Walsh v. N.Y. C. &. H. R. R.R. Co.)