@article{ART001591137},
author={Kim, Sun-Young},
title={An examination of reading-writing integration: Perspectives, practices, and literacy development},
journal={Modern English Education},
issn={1598-0782},
year={2011},
volume={12},
number={3},
pages={155-173}
TY - JOUR
AU - Kim, Sun-Young
TI - An examination of reading-writing integration: Perspectives, practices, and literacy development
JO - Modern English Education
PY - 2011
VL - 12
IS - 3
PB - The Modern English Education Society
SP - 155
EP - 173
SN - 1598-0782
AB - 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.
KW - perspectives on reading-writing integration;reading-writing practices;literacy development
DO -
UR -
ER -
Kim, Sun-Young. (2011). An examination of reading-writing integration: Perspectives, practices, and literacy development. Modern English Education, 12(3), 155-173.
Kim, Sun-Young. 2011, "An examination of reading-writing integration: Perspectives, practices, and literacy development", Modern English Education, vol.12, no.3 pp.155-173.
Kim, Sun-Young "An examination of reading-writing integration: Perspectives, practices, and literacy development" Modern English Education 12.3 pp.155-173 (2011) : 155.
Kim, Sun-Young. An examination of reading-writing integration: Perspectives, practices, and literacy development. 2011; 12(3), 155-173.
Kim, Sun-Young. "An examination of reading-writing integration: Perspectives, practices, and literacy development" Modern English Education 12, no.3 (2011) : 155-173.
Kim, Sun-Young. An examination of reading-writing integration: Perspectives, practices, and literacy development. Modern English Education, 12(3), 155-173.
Kim, Sun-Young. An examination of reading-writing integration: Perspectives, practices, and literacy development. Modern English Education. 2011; 12(3) 155-173.
Kim, Sun-Young. An examination of reading-writing integration: Perspectives, practices, and literacy development. 2011; 12(3), 155-173.
Kim, Sun-Young. "An examination of reading-writing integration: Perspectives, practices, and literacy development" Modern English Education 12, no.3 (2011) : 155-173.