BRIDGING THE GAP: INTEGRATING READING AND WRITING INSTRUCTION FOR HOLISTIC LITERACY DEVELOPMENT
Article Sidebar
Main Article Content
Abstract
This article describes the integration of reading and writing instruction to promote holistic literacy development. Recognizing the interdependent nature of reading and writing, it examines strategies that combine these skills to enhance comprehension, critical thinking, and written expression. The study highlights evidence-based practices such as reciprocal teaching, process writing approaches, and genre-based pedagogy. By synthesizing theoretical frameworks and classroom applications, the article provides practical guidance for educators aiming to foster a balanced literacy environment. Through discussions and examples, it emphasizes the importance of integrated literacy instruction in supporting diverse learners and ensuring long-term academic success.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
How to Cite
References
1.Vygotsky L.S. Mind in Society: The Development of Higher Psychological Processes. – Cambridge, MA: Harvard University Press, 1978. – 159 p.
2.Tierney R.J., Pearson P.D. Toward a Composing Model of Reading // Language Arts. – 1983. – Vol. 60, № 5. – P. 568–580.
3.Graham S., Hebert M.A. Writing to Read: Evidence for How Writing Can Improve Reading. – New York: Carnegie Corporation, 2010. – 64 p.
4.Shanahan T. Relationships Between Reading and Writing Development // Handbook of Writing Research. – New York: Guilford Press, 2016. – P. 194–207.
5.Palincsar A.S., Brown A.L. Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities // Cognition and Instruction. – 1984. – Vol. 1, № 2. – P. 117–175.
6.Hyland K. Genre and Second Language Writing. – Ann Arbor: University of Michigan Press, 2004. – 210 p.
7.Leu D.J., Forzani E., Timbrell N., Maykel C. New Literacies in the Classroom: Research and Practice // The Reading Teacher. – 2019. – Vol. 73, № 3. – P. 307–318.
8.Beck I.L., McKeown M.G., Kucan L. Bringing Words to Life: Robust Vocabulary Instruction. – New York: Guilford Press, 2002. – 200 p.
9.Tomlinson C.A. The Differentiated Classroom: Responding to the Needs of All Learners. – 2nd ed. – Alexandria, VA: ASCD, 2017.
10.Graham S., Harris K.R., Santangelo T. Research-Based Writing Practices and the Common Core: Meta-Analysis and Meta-Synthesis // The Elementary School Journal. – 2015. – Vol. 115, № 4.