Please post your references as a post. Thank you!

Kelly

References
Adamson, P., Adamson, B., Anderson, L., Clausen-Grace, N., Eames, A., & Einarson, C., et al. (2006). Learning to write, writing to learn: Theory and research in practice. School Library Journal, 52, 93-93.

Adamson, P., Adamson, B., Anderson, L., Clausen-Grace, N., Eames, A., & Einarson, C., et al. (2006). Notebook know-how: Strategies for the writer's notebook. School Library Journal, 52, 91-91.

Adamson, P., Adamson, B., Anderson, L., Clausen-Grace, N., Eames, A., & Einarson, C., et al. (2006). Writing workshop survival kit. School Library Journal, 52, 89-90.

Beal, C. R. (1990). The development of text evaluation and revision skills. Child Development, 61(1), 247.

Calkins, L. M. Learning to throw away.

Cameron, C. A., Edmunds, G., Wigmore, B., Hunt, A. K., & Linton, M. J. (1997). Children's revision of textual flaws. International Journal of Behavioral Development, 20(4), 667-680.

Chanquoy, L. (2001). How to make it easier for children to revise their writing: A study of text revision from 3rd to 5th grades. British Journal of Educational Psychology, 71(1), 15.

Elbow, P. (1998). Writing without teachers (2nd ed.)Oxford University Press, Inc.

Lane, B. (1993). After the end, teaching and learning creative revision,. Portsmouth, NH: Heinemann.

Marchionda, D. (2004). Peer review times two. Quarterly 2004, 6-21-06

Matsumura, L. C., Patthey-Chavez, G. G., Valdés, R., & Garnier, H. (2002). Teacher feedback, writing assignment quality, and third-grade students' revision in lower- and higher-achieving urban schools. Elementary School Journal, 103(1), 3.

Poindexter, C. C., & Oliver, I. R. (1998). Navigating the writing process: Strategies for young children. Reading Teacher, 52(4), 420.

Robertson, T. (2000). I set out to prove you wrong and discovered the world of writing. In B. Solley A. (Ed.), Writer’s workshop (pp. 78 - 80). Needham Heights, MA:

Robinson, A. The Effects of Teacher Probes on Children's Written RevisionsU.S.; Illinois; 1985-00-00.

Shoudong Feng, & Powers, K. (2005). THE SHORT- AND LONG-TERM EFFECT OF EXPLICIT GRAMMAR INSTRUCTION ON FIFTH GRADERS' WRITING. Reading Improvement, 42(2), 67-72.

Smith, D. (1996). Stripping for revision. Teaching PreK-8, 26(7), 56.

I thought I that is what I did. All these message boards and blogs are getting confussing. Perhaps you could come up with a chart that we can refer to that telss us where to post. kat

Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, New Hampshire. Boynton/Cook Publishers. 1998.

Bazerman, Charles. “The Diversity of Writing.” The Quarterly. Volume 24, No. 2. (Spring 2002): 15-18.

Bledsoe, Glen L. “Teacher Technology Toolboxes.” The Quarterly. Volume 26, No. 1. 2004: 32-34.

Cunningham, Patricia M. & Allington, Richard L. Classrooms That Work: They Can All Read and Write. New York: Pearson Education. 2003.

Davidson, Sally. “Teaching with the World Wide Web.” Record. Volume 37, No. 1. (Fall 2000): 13-16.

Galda, Lee, & Cullinan, Bernice E. Literature and the Child: Fifth Edition. Belmont, California. Wadsworth Group. 2002.

Grambell, Linda B., Morrow, et al. Best Practices in Literacy Instruction. New York: The Guilford Press. 1999.

Kapusnick, Regina A. & Hauslein, Christine M. “The ‘Silver Cup’ of Differentiated Instruction. Record. Volume 37, No. 4. (Summer 2001): 156-160.

Morrow, Lesley Mandell. “Motivation: The Forgotten Factor.” Reading Today. Vol. 21, Issue 5: Apr/May 2004. Academic Search Premier.

NCTE. “NCTE Beliefs about the Teaching of Writing.” Nov. 2004. www.ncte.org.

Owen, Trevor. “Learning with Technology.” English Journal. Volume 91, No. 4. (March 2002): 85-88.

Schwarz, Gretchen. “Renewing Teaching through Media Literacy.” Record. Volume 37, No. 1. (Fall 2000): 8-12.

Sianjina, Rayton R. “Educational Technology and the Diverse Classroom.” Record. Volume 37, No. 1. (Fall 2000): 26-29.

Winstead, Lisa. “Increasing Academic Motivation and Cognition in Reading, Writing, and Mathematics.” Vol 28. Nov 2004. Education Index.

References


Cushman, D. From scribbles to stories.

David, H. L., & Capraro, R. M. (2001). STRATEGIES FOR TEACHING IN HETEROGENEOUS ENVIRONMENTS WHILE BUILDING A CLASSROOM COMMUNITY. Education, 122(1), 80.

Ehrenworth, M. (2003). Looking to write : Students writing through the visual arts. Portsmouth, NH: Heinemann.

Landerholm, E., Gehrie, C., & Yi Hao. (2004). Educating early childhood teachers for the global world. Early Child Development & Care, 174(7/8), 593-606.

McKenna, S. (2003). Assignment: Make art, make friends. School Arts, 103(1), 48-9, 75.

Olshansky, B. (2003). Visual tools for visual learners. School Arts, 102(5), 51-53.

Parsons, S. C., Brown, P. U., & Worley, V. (2004). A METAPHOR ANALYSIS OF PRESERVICE TEACHERS' REFLECTIVE WRITINGS ABOUT DIVERSITY. Curriculum & Teaching Dialogue, 6(1), 49-58.

Richardson, D. (1990). Descriptive sketches. College Teaching, 38(4), 141.

Short, K. G., Kauffman, G., & Kahn, L. H. (2000). 'I just need to draw': Responding to literature across multiple sign systems. Reading Teacher, 54(2), 160.

Sidelnick, M. A., & Svoboda, M. L. (2000). The bridge between drawing and writing: Hannah's story. Reading Teacher, 54(2), 174.

Silverman, N., O'Regan, B., & Rudinoff, M. (2003). Self-portrait sketchbooks. School Arts, 103(1), 27-29.

Sobel, D. M., & Taylor, S. V. (2006). Blueprint for the responsive classroom. Teaching Exceptional Children, 38(5), 28-35.

Walsh-Piper, K. (2002). Image to word : Art and creative writing. Lanham, Md.: Scarecrow Press.

References

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (2000). How people learn / brain, mind, experiences, and school. Washington, D. C.: National Academy Press.

Center for Science, Mathematics, and Engineering. (2000). Inquiry and the national science education standards: A guide for teaching and learning. Washington, DC: National Academy Press.

DeLorenzo, R. (1999). When hell freezes over: An approach to develop student interest and communication skills. Journal of Chemical Education, 76(4), 503.

Dickerson, T. (1995). African american children reflecting on science, mathematics, and computers through creative writing: Perspectives from a saturday science academy. Journal of Negro Education, 64(2), 141--153.

Hand, B., & Prain, V. (2002). Teachers implementing writing-to-learn strategies in junior secondary science: A case study. Science Education, 86(6), 737.

Hand, B., Wallace, C., & Eun-Mi Yang, C. (2004). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science; quantitative and qualitative aspects. International Journal for Science Education, 26(2), 131--149.

Hynd, C., Holschuh, J., & Nist, S. (2000). Learning complex scientific information: Motivation theory and its relation to student perceptions. Reading and Writing Quarterly, 16(1), 23-57.

Saul, W. (2002). Science workshop: Reading, writing and thinking like a scientist (second ed.). Portsmouth, NH: Heinemann.

Thier, M., & Daviss, B. (2002). The new science literacy / using language skills to help students learn science. Portsmouth, NH: Heinemann.

Tierney, B., & Dorroh, J. (2004). How to write to learn science (Second ed.). Arlington, Virginia: National Science Teachers Association Press.

Yore, L. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689--725.

Yore, L., & Treagust, D. (2006). Current realities and future possibilities: Language and science literacy-empowering reasearch and informing instruction. International Journal of Science and Education, 28(2/3), 291-- 314.

updated...

This is a revised listing of the hard copy reference list I turned in. I had to delete two and add one.

Burning question: How can I use writing to enhance my students' reading skills?

References

A reading-writing connection in the content areas (secondary perspectives).(1990). Journal of Reading, 33(5), 376-378.

Andrews, S. E. (1997). Writing to learn in content area reading class. Journal of Adolescent & Adult Literacy, 41(2), 141.

Bromley, K. D. (1989). Buddy journals make the reading-writing connection. Reading Teacher, 43(2), 122-129.

Falk-Ross, F. C. (2001). Toward the new literacy: Changes in college students' reading comprehension strategies following reading/writing projects. Journal of Adolescent & Adult Literacy, 45(4), 278.

Heuser, D. (2005). Learning logs: Writing to learn, reading to assess. Science and Children, 43(3), 46-49.

Johnson, J., & Holcombe, M. (1993). Writing to learn in a content area. Clearing House, 66(3), 155.

Kauffmann, R. A. (1996). Writing to read and reading to write: Teaching literature in the foreign language classroom. Foreign Language Annals, 29(3), 396-402.

Mitchell, D. (1996). Writing to learn across the curriculum and the english teacher. English Journal, 85(5), 93-97.

Moore, S. R. (1995). Focus on research: Questions for research into reading-writing relationships and text structure knowledge. Language Arts, 72(8), 598.

Noyce, R. M., & Christie, J. F. (1989). Integrating reading and writing instruction in grades K-8. Massachusetts: Allyn and Bacon.

Sager, M. B. (1989). Exploiting the reading-writing connection to engage students in text. Journal of Reading, 33(1), 40-43.

Shanahan, T. (1997). Reading-writing relationships, thematic units, inquiry learning...in pursuit of effective.. Reading Teacher, 51(1), 12-19.

Shanahan, T. (1988). The reading-writing relationship: Seven instructional principles. The Reading Teacher, 41(7), 636-647.

Sipe, L. R. (1993). Using transformations of traditional stories: Making the reading-writing connection. Reading Teacher, 47(1), 18.

Sitler, H. C. (1995). Letters from Emily: Writing-reading connections. Language Arts, 72(5), 360.

VanDeWeghe, R. (2005). What are the effects of writing-to-learn programs? English Journal, 95(2), 97-99.

Waugh, J. C. (1996). Writing to read for adolescent disabled readers. Journal of Adolescent & Adult Literacy, 39(6), 495.

Zimmet, N. (2000). Engaging the disaffected: Collaborative writing across the curriculum projects. English Journal, 90(1), 102-106.