An examination of reading-writing integration: Perspectives, practices, and literacy development
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This study proposed the conceptual model that could explain the way in which students’ perspectives on reading-writing integration affected their literacy development through the practices of reading connected to writing. To do this, it developed a set of hypotheses, drawn from the theory of reading-writing connection and the literature, to test the empirical relationships among students’ integrated perspectives, reading-writing practices, and literacy development. Factor analysis and structural equation modeling techniques were used to analyze survey data collected from the students. The test results show that the patterns of engaging in reading in connection to writing, serving as a mediating channel, helped to explain how integrated perspectives affected the different stages of reading and writing developments. In particular, students with low integrated perspectives tended to engage in reading (or writing) intensive practices, thus experiencing literacy development skewed to reading (or writing). On the contrary, students with high integrated views more practiced reading in connection to writing and experienced learning growth in both areas. This study suggests that the range of teaching practices should be coordinated in the way it helps students shape their perspectives of reading and writing on a more integrative continuum.
Abstract
This study proposed the conceptual model that could explain the way in which students’ perspectives on reading-writing integration affected their literacy development through the practices of reading connected to writing. To do this, it developed a set of hypotheses, drawn from the theory of reading-writing connection and the literature, to test the empirical relationships among students’ integrated perspectives, reading-writing practices, and literacy development. Factor analysis and structural equation modeling techniques were used to analyze survey data collected from the students. The test results show that the patterns of engaging in reading in connection to writing, serving as a mediating channel, helped to explain how integrated perspectives affected the different stages of reading and writing developments. In particular, students with low integrated perspectives tended to engage in reading (or writing) intensive practices, thus experiencing literacy development skewed to reading (or writing). On the contrary, students with high integrated views more practiced reading in connection to writing and experienced learning growth in both areas. This study suggests that the range of teaching practices should be coordinated in the way it helps students shape their perspectives of reading and writing on a more integrative continuum.
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