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DOCUMENT RESUME ED 280 080 CS 210 396 AUTHOR Squire, James R., Ed. TITLE The Dynamics of Language Learning: Research in Reading and English. INSTITUTION ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill.; National Conference on Research in English. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-0-8141-1276-5 PUB DATE 87 CONTRACT 400-86-0045 NOTE 420p.; Papers commissioned for the Mid-Decade Seminar on the Teaching of Reading and English (Chicago, IL, March 29-31, 1985). For the seminar's discussions of these papers, see ED 274 967. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 12765, $20.00 member, $25.00 nonmember). PUB TYPE Information Analyses - ERIC Information Analysis Products (071) y (1Collected Works - Conference Proceedings (021) -- Reports - Descripti EDRS PRICE MF01/PC17 Plus Postage. DESCRIPTORS Classroom Environment; Classroom Research; Classroom Techniques; Cognitive Development; Computer Uses in Education; Educational Trends; Elementary Education; Evaluation Methods; *Language Processing; Literacy; Literature Appreciation; Oral Language; Reader Text Relationship; Reading Comprehension; Reading Instruction; Reading Processes; *Reading Research; *Reading Writing Relationship; *Research Opportunities; *Technological Advancement; Writing Instruction; Writing Processes; *Writing Research; Written Language IDENTIFIERS Process Product Relationship; *Research Trends; Text Structure Focusing on future directions for English and reading ABSTRACT research, the papers presented in this book examine thecomplex interplay of skills, processes, and classroomconditions that 4nfluence the development of children'scompetence in reading, writing, and the language arts. The titlesand authors of the essays are as follows: (1) "Reading and Wri :ng Relations: Assumptionsand Directions (Lames Flood and Diana L,pp); (2) "The CognitiveBase of Reading and Writing" (Stephen B. Kucer); (3)commentaries by Alan Purves and Julie Jensen; (4) "Thought Language, Content and Structure in Language Commvnie:ation" (Diane Lemonnier Schallert);(5) "The Design of Comprehensible Text" (Robert C. Calfee);(6) commentaries by Judith Langer and Robert J. Tierney; (7)"The Shared Structure of Oral and Written Language and the Implicationsfor Teaching Writing, Reading, and Literature" (MilesMyers);(8) "Oral Language, Litera,:y Skills, and Response to Literature" (DavidK. Dickinson); (9) commentaries by David Dillonand Roselmina Indrisano; (10) "Research into Classroom Practices:. WhatHave We Learned and Where Are We Going?" (Brya t Fillion and RitaS. Brause); (11) "Classroom Practices and Classroon Interaction during Reading Instruction: What's Going On?" (M. Trika Smith-Burke); (12) commentaries by Arthur N. Applebee and Dolores Durkin; (13)"An Examination of the Role of Computers in TeachingLanguage and Literature" (Bertram C. Bruce); (14) "Technolflgy, Reading,and Writing" (Lawrence T. Frase); (15) commentaries byJohanna DeStefano, and Edmund .7, Farrell; (16) "Organizing Student Learning:Teachers Teach What and How" (Jane Hansen); (17) "Assessing theProcess, and the Process of Assessment, in the Language Arts" (Peter Johnston); (18) commentaries by Jerome C. Harste and P. DavidPearson; (19) "Constructing Useful Theories of Teaching English fromRecent Research on the Cognitive Processes of Language" (M.C. Wittrock); (20) "Themes and Progressions in Research in English" (JohnT. Guthrie); and (21) "Retrospect and Prospect" (JapesR. Squire). (JD) co The Dynamics CO of Language Learning C t .4 Research in Reading and English Edited by James R. Squire U.S. DEPARTMENT OF EDUCATION Othce of Educational Research and Improverwmt EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) *his document hos been repr.xtuced as eceived from the person or organizahon originating it. C, Minor changes have been made to impiove reproduction chielity Points of view or opinions stated in this docu- ment do not necessarily :epresent official 7ERI position or policy. National Conference on Research in English IERIC]Clearinghouse oil Reading and Communication Skills 2 BES1 GOPY AVAILABLE Consultant Readers: Donna E. Alvermann, Patricia L. Anders, Richard Beach, David Bloome, Rita S. Brause, Bertram C. Bruce, Jerome C. Harste, Michael Kamil, Charles Peters, Gay Su Pinnell, Alan C. Purves, William L. Si _nth, M. Trika Smith-Burke, Robert Tierney, Beth Warren, Karen K. Wixson Staff Editors: Tim Bryant et al. Book Design: Tom Kovacs for TGK Design NCTE Stock Number 12765 Published 1987 by the ERIC Clearinghouse on Reading and Communication Skills, 1111 Kenyon Road, Urbana, Illinois 61801, and the National Conference on Research in English. Printed in the United States of America. OETofhisEpduublaitc.atioani wRasseparemphareadndwitIhnifpurnodvienmg efri Ofroficee U.S. Educahmal partment of Education, under contract no. 400-86-0045. &search and Inpmement US Departing-tar EductaxnContractors uneertaking such projects under government sponsorship are encouraged to express freely their judgment in professional and technical matters. Prior to publication, the manuscript was submitted to the National Conference on Research in English for critical review and determination of professional competence. This publication has met such standards. Points of view or opinions,.hewever, do not necessariiy represent the official view or opinions of either the National Conference on Research in English or the Office of Educational Research and Improvement. Library of Congress Cataloging-in-Publication Data The dynamics of language learning. "Papers ... prepared for the invitational Mid-Decade Seminar callel by the National Conference on Research in English in I.985"Pref. Bibliography:D. Includes index. 1. Language arts (Elementary)United StatesCongresses.2. Reading (Elementary)United StatesCongresses.3. English languageStudy and teachingUnited StatesCongresses I. Squire, James R. II. National Conference on Research in English. LB1575.8.D961987 379.6 87-8827 ISBN 0-8141-1276-5 Contents Foreword ix Preface xi Seminar Participants xiii Introduction 1 I Interrelating the Processes of Reading and Writing, Composing and Comprehending 5 Reading ar I Writing Relations: Assumptions and Directions James Flood and Diane Lapp 9 The Cognitive Base of Reading and Writing Stephen B. Kucer 27 Commentary Alan C. Purves 52 Commentary Julie M. Jensen 55 H Texts with Different Structures and Different Content: Implications for Teaching Comprehension and Composition 61 Thought and Language, Content and Structure in Language Communication Diane Lemonnier Schallert 65 The Design of Comprehensible Text Robert C. Calfee 80 Commentary Judith A. Langei 110 Commtmtary Robert J. Tierney 113 vi Contents III Oral Language: Its Relation to Writing,Reading, and Response to Literature 117 The Shared Structure of Oral and WrittenLanguage and the Implications for Teaching Writing, Reading, and Literature Miles Myers 121 Oral Language, Literacy Skills, and Response to Literature David K. Dickinson 147 Commentary David Dillon 184 Commentary Roselmina Indrisano 189 IV Studies of Classroom Practice, ClassroomInteraction, and Instructional Materials: What Have We Learned? What Needs to Be Done? 197 Research into Classroom Practices: What Have We Learned and Where Are We Going? Bryant Fillion and Rita S. Brause 201 Classroom Practices and Classroom Interaction during Reading Instruction: What's Going On? M. T-ka Smith-Burke 226 Commentary Arthur N. Applebee 266 Commentary Dolores Durl.hl 270 V Developments in Technology: ImplicationF for Language and Literature Education 273 An Examination of the Role of Computers in Teaching Lanwage and Literature Bertram C. f)ruce 277 Technology, Reading, and Writing Lawrence T. Frase 294 Commentary Johanna De Stefano 309 5 Contents vii Commentary Edmund J. Farrell 312 VI Combining Process and Product Orientations in English and Read;ng 317 Organizing Student Learning: Teachers Teach What andHow Jane Hansen 321 Assessing the Process, and the Process of Assessment, in the Language Arts Peter Johnston 335 Commentary Jerome C. Harste 358 Commentary P. David Pearson 363 VII The Conference in Perspective 369 Constructing Useful Theories of Teaching English from Recent Research on the Cognitive Processes of Language M. C. Wittrock 371 Themes and P-ogressions in Research in English John T. Guthrie 381 Retrospect and Prospect James R. Squire 387 Author Index 395 Subject Index 403 Contributors 419 Foreword The Educational Resources Information Center (ERIC) isa national information system operated by the Office of Educational Researchand Improvement (OERI) of the U.S. Department of Education. Itprovides ready access to descriptions of exemplaryprograms, research and development efforts, and releed information useful in developingeffec- tive educational programs. Through its network of specialized centersor clearinghouses, each of which is responsib!e for a particular educationalarea, ERIC acquires, evaluates, abstracts, and indexes current significant informationand lists this information in its reference publications. ERIC/RCS, the ERIC Clearinghouseon Reading and Communication Skills, disseminates educational information relatedto research, instruc- tion, and professional preparation at all levels andin all institutions. The scope of interest of the clearinghouse includes relevant researchreports, literature reviews, curriculum guides and descriptions, conferencepapers, project or program reviews,
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