The writing bridge : Investigating reading and writing reciprocity

Book chapter


Dostal, Hannah and Graham, Stephen Edward. (2020). The writing bridge : Investigating reading and writing reciprocity. In The Oxford Handbook of Deaf Studies in Literacy pp. 308-322 Oxford University Press. https://doi.org/10.1093/oxfordhb/9780197508268.013.22
AuthorsDostal, Hannah and Graham, Stephen Edward
Abstract

Writing is perhaps the most powerful and overlooked tool for improving reading proficiency for all students, and reading can enhance students’ writing as well. Moreover, the mechanisms by which writing may improve reading and reading improves writing are of particular importance for deaf and hard-of-hearing learners. This chapter details the theoretical and practical implications of reading–writing reciprocity and discusses the ways in which the development of each is both mutually sustaining and enriching. The chapter begins by presenting the theoretical and empirical evidence supporting reading–writing connections in curricula and instruction. This includes considering the connections reading and writing share with language. Then, the chapter discusses the importance of reading–writing connections given the unique language histories of deaf and hard-of-hearing learners, and the contemporary contexts of deaf education.

Keywordsdeaf; hard-of-hearing; reading–writing reciprocity; writing development; reading development; literacy learning
Page range308-322
Year01 Jan 2020
Book titleThe Oxford Handbook of Deaf Studies in Literacy
PublisherOxford University Press
Place of publicationUnited States
SeriesOxford Library of Psychology
ISBN9780197508268
Digital Object Identifier (DOI)https://doi.org/10.1093/oxfordhb/9780197508268.013.22
Web address (URL)https://academic.oup.com/edited-volume/37098/chapter-abstract/323307651?redirectedFrom=fulltext
Open accessPublished as non-open access
Research or scholarlyResearch
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Print06 Jul 2020
Publication process dates
Accepted01 Feb 2024
Deposited08 Feb 2024
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© Oxford University Press 2021.

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