Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

The Reading-Writing Connection Viewed Historically


by Nancy Nelson & Robert C. Calfee 1998

Despite numerous points of contact through the years and various efforts to connect the two, a schism has often existed between reading and writing in theory and research, and reading and writing have often been taught as unrelated subjects. If it were not for this long-standing separation, so much importance would not be given to possible connections. This chapter on historical context is intended to demonstrate the significance of the topic as well as to highlight points of convergence and divergence between reading and writing in American education.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase The Reading-Writing Connection Viewed Historically
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


This article originally appeared as NSSE Yearbook Vol 97, No. 2.


Cite This Article as: Teachers College Record Volume 99 Number 6, 1998, p. 1-52
http://www.tcrecord.org ID Number: 18729, Date Accessed: 12/15/2017 8:32:44 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Nancy Nelson
    Louisiana State University
    E-mail Author
    NANCY NELSON is Professor in the College of Education at Louisiana State University, where she is also Director of the LSU Writing Project.
  • Robert Calfee
    Stanford University
    ROBERT CALFEE is a cognitive psychologist with research interests in the effect of schooling on the intellectual potential of individuals and groups. His interests focus on assessment of beginning literacy skills and the broader reach of the school as a literate environment. He is presently Professor Emeritus from Stanford University and the University of California, Riverside. Calfee, R. C. (2013). Knowledge, evidence, and faith. In K. Goodman, R. C. Calfee, & Y. Goodman (Eds.), Whose knowledge counts in national literacy policies. New York: Routledge. Calfee, R. C., & Miller, R. G. (2013). Best practices in writing assessment. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction, 2nd ed. New York: Guilford Press.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS