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Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary-and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478.
Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281.
Ahmed, Y., Wagner, R. K., & Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Journal of Educational Psychology, 106(2), 419.
Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. Á., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108(5), 665.
Alves, R. A., Limpo, T., & Joshi, R. M. (2020). Reading-Writing Connections.
- Reading and writing are related. What we learn from reading can be used in writing and in learning to write, and vice versa.
- Reading and writing are developmental. This means that the relations between reading and writing change in character across that development – from word reading and production to discourse interpretation and composition. This progression is evident with the youngest readers and writers and with adult learners as well.
- Teaching reading or writing can have a cross-modal impact on each other because reading and writing depend on much the same knowledge.
- Because reading and writing are communication processes, being engaged as a reader or writer can provide insights about communicative needs that can enhance the opposite process.
- Reading and writing can be used in combination or unison to accomplish tasks that could not be accomplished with only reading or writing.
- Reading and writing about a topic or issue involve individuals in processes that increase understanding because they provide somewhat different perspectives.
- Oral language plays an important role in the development of reading and writing and in their relationship.
Applebee, A. N. (1984). Writing and reasoning. Review of educational research, 54(4), 577-596.
Applebee, A. (2000). Alternative models of writing development. Perspectives on writing research, theory, and practice, 90-110.
Arnolda, K. C., Volzera, A. M., & Madrida, N. G. (2021). Generative Models can Help Writers without Writing for Them.
Badger, R., & White, G. (2000). A process genre approach to teaching writing. ELT Journal, 54(2), 153-160.
Bazerman, C. (1980). A relationship between reading and writing: The conversational model. College English, 41(6), 656-661.
Bazerman, C. (2016). What do sociocultural studies of writing tell us about learning to write. Handbook of Writing Research, 2, 11-23.
- This chapter synthesizes some of the general principles that sociocultural inquiries have added to our understanding of writing, supported by a few citations of representative studies. This synthesis focuses on the kinds of issues about writing that have been of interest to educational psychologists -- such as challenges writers face and the development of individuals as writers.
Becker, A. (2006). A review of writing model research based on cognitive processes. Revision: History, Theory, and Practice, 25-49.
Bereiter, C., & Scardamalia, M. (Eds.). (2013). The Psychology of Written Composition. Routledge.
Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35(1), 39-56.
Berninger, V. W., Fuller, F., & Whitaker, D. (1996). A process model of writing development across the life span. Educational Psychology Review, 8(3), 193-218.
Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of School Psychology, 46(1), 1-21.
Binangbang, J. (2020). The Effect of Substitution, Augmentation, Modification and Redefinition Model on Students’ Writing Skills. Middle Eastern Journal of Research in Education and Social Sciences, 1(2), 29-51.
Boardman, A. G., Garcia, A., Dalton, B., & Polman, J. L. (2020). Compose Our World: Project-Based Learning in Secondary English Language Arts. Language and Literacy.
Eliwarti, E. Using ‘brainstorming' technique to improve students' ability in writing essays. Journal of English Education, 2(2), 63-68.
Goldman, S. R., Britt, M. A., Brown, W., Cribb, G., George, M., Greenleaf, C., ... & Project READI. (2016). Disciplinary literacies and learning to read for understanding: A conceptual framework for disciplinary literacy. Educational Psychologist, 51(2), 219-246.
Graham, S. (2018). A revised writer (s)-within-community model of writing. Educational Psychologist, 53(4), 258-279. Chicago
- Expands prior model of writer-within-community to further emphasize “communication and the reader” and expand the idea of “writing community”.
Graham, S. (2020). Reading and writing connections: A commentary. In R. Alves, T. Limpo, & M. Josh (Eds.), Reading-writing connections: Towards integrative literacy science (pp. 313-317). Netherlands: Springer
- This commentary reviews the theoretical and empirical support for how reading and writing are connected and can support the development of each other and can be used in conjunction to accomplish learning goals. It then reviews studies on reading and writing presented in three chapters, detailing how they advance our knowledge and theory in this area. Finally, it provides recommendations for future research.
Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39-50.
Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365-387.
Hayes, J. R. (2000). A New Framework for Understanding Cognition and. Perspectives on writing: Research, theory, and practice, 6.
- The new writing framework presented is intended to provide a more accurate and more comprehensive description of available observation than was provided by the Haye-Flower (1980) model.
- The major changes in focus in are: greater attention to the role of working memory in writing, inclusion of the visual-spatial dimension, the integration of motivation and affect with the cognitive processes, and a reorganization of the cognitive processes which places greater emphasis on the function of text interpretation in any of the genres of writing.
Hayes, J. R. (2011). Kinds of knowledge-telling: Modeling early writing development. Journal of Writing Research, 3(2), 73-92.
Hayes, J. R. (2012). Modeling and remodeling writing. Written Communication, 29(3), 369-388.
Hebert, M., Bazis, P., Bohaty, J. J., Roehling, J. V., & Nelson, J. R. (2021). Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text. Reading and Writing, 1-30.
Johnson, R. R. (1997). Audience involved: Toward a participatory model of writing. Computers and Composition, 14(3), 361-376.
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243.
Kellogg, R. T. (1996). A model of working memory in writing.
Kellogg, R. T. (2008). Training writing skills: A cognitive developmental perspective. Journal of Writing Research, 1(1).
Kim, Y.-S. G. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading and writing relations. In R. Alves, T.
Limpo, & M. Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (pp. 11-34). Netherlands: Springer
- The central idea of the interactive dynamic literacy model is that reading and writing are inter-related, developing together, largely due to a shared constellation of skills and knowledge. Four core hypotheses of the interactive dynamic literacy model include ( 1) hierarchical structure of component skills with direct and indirect relations; (2) interactive relations between component skills, and between reading and writing; (3) co-morbidity of reading and writing difficulties; and (4) dynamic relations (relations change as a function of development, learner characteristics, and reading and writing measurement). Implications and future work are discussed.
Kim, Y. S. G., & Park, S. H. (2019). Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing. Reading and Writing, 32(5), 1319-1343.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163.
Krisbiantoro, B., & Pujiani, T. (2021). The Effectiveness of Mobile-Assisted Language Learning to Teach Writing. AECON, 1-15.
Kusumastuti, D. (2021). Engaging EFL Learners in a Blended Learning Approach for Creative Writing Course. AECON, 267-276.
Langer, J. A. (1986). A sociocognitive perspective on literacy.
Langer, J. The Literate Mind in School and Life. Literacy in mother Tongue. Helsinki, Finland: 94-112.
Langer, J. A., & Applebee, A. N. (1987). How Writing Shapes Thinking: A Study of Teaching and Learning. NCTE Research Report No. 22. National Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801
Limpo, T., & Alves, R. A. (2013). Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality. Journal of Educational Psychology, 105(2), 401.
Limpo, Teresa & Vigário, Vanessa & Rocha, Renata & Graham, Steve. (2020). Promoting Transcription in Third-Grade Classrooms: Effects on Handwriting and Spelling Skills, Composing, and Motivation. Contemporary Educational Psychology. 101856. 10.1016/j.cedpsych.2020.101856.
- This study aimed to test the effects of transcription training on third graders’ writing skills and motivation.
- Students who received transcription instruction evidenced greater gains in handwriting and spelling, as well as in the amount and quality of their writing. Although transcription training did not influence self-efficacy, it had a negative impact on motivation to write, resulting in a decrease in intrinsic motivation.
Luquin, M., & Mayo, M. D. P. G. (2021). Exploring the use of models as a written corrective feedback technique among EFL children. System, 102465.
Matsuda, P. K. (1997). Contrastive rhetoric in context: A dynamic model of L2 writing. Journal of Second Language Writing, 6(1), 45-60.
McCutchen, D. (2006). Cognitive factors in the development of children’s writing. Handbook of Writing Research, 8, 115-30.
McCutchen, D. (2011). From novice to expert: Implications of language skills and writing-relevant knowledge for memory during the development of writing skill. Journal of Writing Research, 3(1), 51-68.
Mitchell, R., & Taylor, M. (1979). The integrating perspective: An audience-response model for writing. College English, 41(3), 247-271.
Moje, E. B. (2009). Standpoints: A call for new research on new and multi-literacies. Research in the Teaching of English, 43(4), 348-362.
Mohammed Fahim El Sakka, S. (2020). A Design Thinking–Based Strategy for Enhancing EFL Students’ Writing Performance and their Sustainability Awareness. المجلة التربویة لکلیة التربیة بسوهاج, 80(80), 15-42.
Montgomery, M. (2020). Culture, Community, and Constructivism: Exploring the Elements of a Successful Classroom.
Nystrand, M. (1989). A social-interactive model of writing. Written Communication, 6(1), 66-85.
Nystrand, M., Greene, S., & Wiemelt, J. (1993). Where did composition studies come from? An intellectual history. Written Communication, 10(3), 267-333.
Perry, K. H. (2012). What Is Literacy?--A Critical Overview of Sociocultural Perspectives. Journal of Language and Literacy Education, 8(1), 50-71.
Polleck, J. N., Spence, T., Rapatalo, S., & Yarwood, J. (2021). Using a Lab Model to Prepare and Empower Alternative School District Educators for Culturally Responsive-Sustaining Literacy Instruction. Literacy Research and Instruction, 1-32.
Pospelova, T. (2021). The Collaborative Discussion Model: Developing Writing Skills through Prewriting Discussion. Journal of Language and Education, (1), 158-172.
Purba, R., Silalahi, M., & Kurniawan, B. (2021). The Effect of Mind Mapping Strategy on Students’ Writing Ability. CENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE, 2(1), 4-11.
Rodriguez-Hernandez, B. A., & Silva-Maceda, G. (2021). Impact of instructional sequence to teach argumentative writing to disadvantaged students using the opinion article. International Journal of Instruction, 14(4), 103-118.
Sahragard, R., Ziya, M., Razmjoo, A., & Ahmadi, A. (2020). On the Development of a Tentative Model of a Flipped Classroom Instruction and Its Effect on Iranian Intermediate EFL Learners’ General IELTS Writing. Journal of English Language Teaching and Learning, 12(26), 239-261.
Sasaki, M. (2000). Toward an empirical model of EFL writing processes: An exploratory study. Journal of Second Language Writing, 9(3), 259-291.
Sendur, K. A., van Drie, J., & van Boxtel, C. (2021). Historical contextualization in students’ writing. Journal of the Learning Sciences, 1-40.
Schultz, K., & Fecho, B. (2000). Society's child: Social context and writing development. Educational Psychologist, 35(1), 51-62.
Schunk, D. H. (2012). Social cognitive theory.
Shanahan, T. (2016). Relationships between reading and writing development. Handbook of Writing Research, 194-207.
Storch, N. (2021). Collaborative writing: Promoting languaging among language learners. Working Collaboratively in Second/Foreign Language Learning, 30, 13.
Styati, E. W., & Irawati, L. (2020). The Effect of Graphic Organizers on ELT Students’ Writing Quality. Indonesian Journal of EFL and Linguistics, 5(2).
Subon, F., & Unin, N. (2021). The Efficacies of an Explicit Vocabulary Instruction Model on ESL Learners’ Vocabulary Size and Writing Skills. Journal of Language and Education, (1), 205-220.
Tavşanlı, Ö. F., Bilgin, A., Yıldırım, K., Rasinski, T., & Tschantz, B. (2020). The Effect of a PBWMIP on Writing Success and Attitude toward Writing. Reading & Writing Quarterly, 1-19. Chicago
Traga Philippakos, Z. A. (2021). Think Aloud Modeling: Expert and Coping Models in Writing Instruction and Literacy Pedagogy. The Language and Literacy Spectrum, 31(1), 1.
Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing, 24(2), 203-220.
Wang, C. X. (2020). CAFE: An Instructional Design Model to Assist K-12 Teachers to Teach Remotely during and beyond the Covid-19 Pandemic. TechTrends, 1-9.
Wijekumar, K., Graham, S., Harris, K. R., Lei, P. W., Barkel, A., Aitken, A., ... & Houston, J. (2019). The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. Reading and Writing, 32(6), 1431-1457.
Zenouzagh, Z. M. (2020). The Potentials of Three Writing Modalities in Development and Sustained Development of Grammatical and Lexical Accuracy of Writing Performance.
Zimmerman, B. J., & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology.