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Why Is Integrated Writing-Reading Important?

Why Is Integrated Writing-Reading Important?. Completion of written school assignments, grade advancement, and school completion require that children integrate reading (source material) and write reports or take tests. (Altemeier et al., 2006).

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Why Is Integrated Writing-Reading Important?

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  1. Why Is Integrated Writing-Reading Important? Completion of written school assignments, grade advancement, and school completion require that children integrate reading (source material) and write reports or take tests. (Altemeier et al., 2006). Individual differences in this ability to be a writing-reader are apparent early in schooling abd are related to executive functions for inhibition and rapid, automatic switching of attention (Altemeier et al., 2008).

  2. Accumulating Evidence for a Working Memory Architecture • That supports language learning (listening, speaking, reading, and writing) (language learning mechanism) (Berninger, Abbott et al., in press; Berninger, 2008) • That provides conceptual framework for assessing and instruction for all students including those with dysgraphia, dyslexia, and OWL LD. (Berninger, 2007a, 2007b; 2008; Berninger, O’Donnell, & Holdnack, 2008; Berninger, Raskind et al., 2008)

  3. Accumulating Evidence for a Working Memory Architecture • Components Include • a three word form storage and processing system, • two loops for integrating internal mental activities related to language learning and communication with the external world (phonological loop—exercise it through oral reading; orthographic loop—exercise it through handwriting, spelling, composing) • Panel of executive functions for SELF-Regulation of language learning and use See Berninger, Abbott, Thomson et al., (2006), Richards et al. (2009c).

  4. Triple Word Form POM POM Theory Learning to Spell and Read Words requires storage and processing of three word forms in working memory: • Phonological • Orthographic • Morphological Learning to Spell and Read Words requires analyzing and reflecting upon each of the word forms and their parts (linguistic awareness). (Berninger et al., 2008)

  5. Morphology Phonology Orthography

  6. Ortho- graphic Dysgraphia Phonological, Orthographic Dyslexia Morphological/Syntax Phonological, Orthographic • Oral and Written Language Learning • Disability (OWL LD) Relationship between Word Form Deficit in Working Memory and DiagnosisPAL II User Guide

  7. UW Early Childhood Conference IV.ppt

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