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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.

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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
https://www.tcrecord.org ID Number: 18729, Date Accessed: 9/20/2021 5:08:04 PM

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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.
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