Reading/Writing Strategies: Supporting Intertextuality in 21st-Century Literacy

Session Submission Type: Symposium

Abstract

This session will explore the issue of joint reading/writing strategies, both to provide better measurement of reading and writing skills by taking account of the interdependencies between them, and to explore how instruction can be improved by taking reading/writing dependencies into account. Some papers will focus on instruction, providing evidence that student performance can be improved by interventions that teach combined reading/writing strategies. Others will focus on the relationship between reading and writing in assessment, and will explore various methods, including automated scoring technologies, for elucidating connections between reading and writing. Jointly, the presentations in this symposium will argue in favor of developing systems in which technological support is provided for the use of joint reading/writing strategies and teachers are provided effective professional training in their use.

Sub Unit

• Division C - Learning and Instruction / Section 1: Reading, Writing, and Language Arts

Chair

• Randy E. Bennett, ETS

Papers

• Connections Between Specific Reading and Writing Tasks in an Integrated System of Assessment - John P. Sabatini, ETS; Paul Deane, Educational Testing Service; Peter Van Rijn, ETS Global; Tenaha P. O'Reilly, ETS

• A Cognitive Strategies Approach to Connecting Reading and Writing Instruction for English Language Learners in Grades 6-12 - Carol B. Olson, University of California - Irvine; Tina Matuchniak, University of California - Irvine

• Scaffolding Teachers and Students: Lessons on Improving Student Writing Outcomes - Libby Baker, Teaching Matters Inc.; Naomi Cooperman, Teaching Matters Inc.

• Exploiting Automated Scoring and Feedback to Support Effective Reading/Writing - Paul Deane, Educational Testing Service

Discussant

• Jill V. Jeffery, University of New Mexico