Reading and Writing Relations and Their Development

By J. Fitzgerald, T. Shanahan. 2000

648 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/338588848123ea58e0d42a4297fdc01d954e0e34

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

Linguistic features in writing quality and development: An overview (2020, background): “…studies have demonstrated that writing quality is correlated with stronger reading skills (Allen, Snow, Jackson, Crossley, & McNamara, 2014; Fitzgerald & Shanahan, 2000; Tierney & Shanahan, 1991), greater vocabulary knowledge (Allen & McNamara, 2014; Allen, Snow, Crossley et al., 2014;…”
Reading–writing connections: Discourse-oriented research (2006, background): “Fitzgerald and Shanahan (2000) proposed a developmental model in which reading and writing are related differently as they change with growth.”
Teacher Efficacy in Writing: A Construct Validation With Primary Grade Teachers (2001, methodology): “…artistic expression, self-exploration, and political persuasion, writing contributes to children’s development as readers, offers an efficient means for assessing their knowledge, and provides a useful tool for analyzing and thinking about ideas (Fitzgerald & Shanahan, 2000; Graham & Harris, 2000).”
Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. A Report to Carnegie Corporation of New York. (2007, neutral): “( Fitzgerald & Shanahan, 2000).”
Improving the Writing Performance of Struggling Writers in Second Grade (2006, result): “This study replicates and extends the early writing intervention research of Graham and Harris. Like the Saddler et al. (2004) investigation, six struggling writers in second grade were taught strategies for writing and drafting stories.”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, background): “…purposes, writing must be viewed separately, as it involves complexities not normally included under the (relatively) receptive tasks involved in reading, but there are deep connections with reading that cannot be ignored (for a discussion of the issues involved, see Fitzgerald & Shanahan, 2000).”
Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing (2017, background): “…underlying the two theoretical arguments presented earlier: (a) students draw on similar knowledge representations and cognitive processes when they read and write and (2) reading and writing involves specific processes that inform each other (Fitzgerald & Shanahan, 2000; Tierney & Shanahan, 1991).”
The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students (2009, background): “Fitzgerald and Shanahan (2000) theorized that reading and writing share common vocabulary knowledge in terms of morphology and word meaning.”
Literacy Skills Among Academically Underprepared Students (2013, background): “However, although reading and writing share a range of cognitive processes, they are only moderately correlated, and have their unique requirements (Fitzgerald & Shanahan, 2000).”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, background): “Fitzgerald and Shanahan (2000) have argued that reading and writing are connected due to shared knowledge and cognitive processes required in both domains.”