This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for building literacy science. It shows how an integrative view of literacy can have deep and lasting effects on conceptualizing literacy development in several orthographies and on improving literacy instruction and remediation worldwide. The book examines in detail such issues as modeling approaches to reading-writing relations, literacy development, reading and spelling across orthographies and integrative approaches to literacy instruction and remediation.

Reading/Writing Connections in the K-2 Classroom demonstrates how through careful, explicit assessing, planning and teaching every student can understand the relationship between reading and writing. The text is filled with practical classroom strategies based on both theory and research. Focused on the goal of understanding the relationship between reading and writing, the text demonstrates how to move students between the two to become more skillful readers and writers. In three parts, the text explores the essential understandings needed to use the reading/writing connection; demonstrates how planning helps to use the reading/writing connection; and outlines teaching strategies to use the connection to strengthen your everyday encounters with students. Assessment is integrated into each chapter, providing a clear image of what it looks like to assess in the service of student learning. Practical ways to integrate phonemic awareness, phonics, word study and spelling into planning and teaching reading and writing are incorporated throughout. Word study is integrated into every chapter to ensure a systematic approach to the topic.

Reading Connections: Strategies for Teaching Students with Visual Impairments offers an in-depth and user-friendly guide for understanding reading instruction for teachers and professionals seeking to improve the reading skills of their students who are visually impaired. The book addresses in detail the essential components of reading--phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension--as well as other key reading components and subskills. While this book addresses the needs of students who read print, braille, or both, much of the book is also consistent with strategies for teaching reading to students who have, or are at risk for, developing reading disabilities. Teachers of students with visual impairments, as well as family members and other professionals who work with children who are blind or visually impaired, will find within this book a repertoire of strategies and activities for creating a balanced, comprehensive plan of reading instruction for each student and for teaching the essential reading skills necessary for students' success.

Reading-Writing Connections: From Theory to Practice is an extraordinary language arts methods text that enables elementary and middle school teachers to create classroom environments where all students can become lifelong readers and writers. Focusing on developmentally appropriate methods and materials, this remarkably readable book empowers a new generation of teachers to integrate reading, writing, listening, and speaking in K-8 classrooms. Heller's highly accessible writing style makes this book suitable as a primary text for undergraduate and graduate courses in language arts, reading, writing, and literacy. Special features of this second edition include: * a vision of how to transform cutting-edge theory and research into classroom practice that utilizes integrated language arts instruction; *a unique developmental perspective with separate chapters on teaching methods and materials for kindergarten, primary (1-3), intermediate (4-6), and middle grades (7-8); * instructional guidelines that offer generous, detailed suggestions for applying theory to practice, plus "For You to Try" and "For Your Journal" exercises that encourage critical thinking and reflection; and * a wealth of classroom vignettes, examples of students' oral and written language, illustrations, and figures that accentuate interesting and informative theory, research, and practice. In addition, Reading-Writing Connections offers expanded content on the impact of sociocultural theory and the whole language movement on the teaching of reading and writing across the curriculum; greater emphasis on cultural diversity, including new multicultural children's literature booklists that complement the general children's literature bibliographies; and current information on alternative assessment, emerging technologies, the multiage classroom, reader response to literature, and thematic teaching.

Reconnecting Reading and Writing explores the ways in which reading can and should have a strong role in the teaching of writing in college. Reconnecting Reading and Writing draws on broad perspectives from history and international work to show how and why reading should be reunited with writing in college and high school classrooms. It presents an overview of relevant research on reading and how it can best be used to support and enhance writing instruction.

Intended for use by college and university educators, this book contains theoretical ideas and practical activities designed to enhance and promote writing across the curriculum programs. Topics discussed in the 12 major chapters are (1) conceptual frameworks of the cross writing program; (2) journal writing across the curriculum; (3) writing and problem solving; (4) assigning and evaluating transactional writing; (5) audience and purpose in writing; (6) the poetic function of language; (7) using narration to shape experience; (8) readers and expressive language; (9) what every educator should know about reading research; (10) reconciling readers and texts; (11) peer critiques, teacher student conferences, and essay evaluation as a means of responding to student writing; and (12) the role of the writing laboratory. A concluding chapter provides a select bibliography on language and learning across the curriculum. (FL)

"The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research"--Back of cover, volume 4.