Skip to main content
SpringerLink
Log in
Book cover

Reading-Writing Connections

Towards Integrative Literacy Science

  • Book
  • © 2020

Overview

Editors:
  1. Rui A. Alves

    1. Department of Psychology, University of Porto, Porto, Portugal

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  2. Teresa Limpo

    1. Department of Psychology, University of Porto, Porto, Portugal

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  3. R. Malatesha Joshi

    1. College of Education, Texas A&M University, College Station, USA

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Includes contributions from internationally renowned scholars
  • Provides a comprehensive and updated view on this new emerging topic
  • A landmark volume from the European Literacy Network
  • Is essential reading for literacy scientists

Part of the book series: Literacy Studies (LITS, volume 19)

This is a preview of subscription content, log in via an institution to check access.

Access this book

Log in via an institution
eBook USD 129.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book USD 169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book USD 169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Other ways to access

Licence this eBook for your library

Institutional subscriptions

Table of contents (19 chapters)

  1. Front Matter

    Pages i-xv
    Download chapter PDF

  2. Introduction to Reading-Writing Connections: The Integration Roads Ahead

    • Rui A. Alves, Teresa Limpo, R. Malatesha Joshi
    Pages 1-7

  3. Modeling Approaches to Reading-Writing Relations

    1. Front Matter

      Pages 9-9
      Download chapter PDF

    2. Interactive Dynamic Literacy Model: An Integrative Theoretical Framework for Reading-Writing Relations

      • Young-Suk Grace Kim
      Pages 11-34

    3. An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children

      • Juan E. Jiménez, Eduardo García, Francisco Naranjo, Sara C. de León, Juan A. Hernández-Cabrera
      Pages 35-53

    4. A “Simple” Illustration of a Joint Model of Reading and Writing Using Meta-analytic Structural Equation Modeling (MASEM)

      • Yusra Ahmed, Richard K. Wagner
      Pages 55-75

    5. Modeling Relations Between Reading and Writing

      • Richard K. Wagner
      Pages 77-82

  4. Literacy Development

    1. Front Matter

      Pages 83-83
      Download chapter PDF

    2. Orality, Reading and Writing in Early Literacy

      • Ana Teberosky, Angélica Sepúlveda, Otília Costa e Sousa
      Pages 85-105

    3. Writing Like a Reader: Developing Metalinguistic Understanding to Support Reading-Writing Connections

      • Debra Myhill, Helen Lines, Susan Jones
      Pages 107-122

    4. The Contribution of Reading Abilities to the Writing Quality of Expository Text Structure in Hebrew Speaking Elementary School Children

      • Anat Stavans, Batia Seroussi, Amihai Rigbi, Sara Zadunaisky-Ehrlich
      Pages 123-145

    5. (Re)Constructing Voices: Immigrant Women Read and Write for Social Justice and Themselves

      • Robin L. Danzak
      Pages 147-161

    6. Text Writing at the Core of Literacy Discourse

      • Liliana Tolchinsky
      Pages 163-168

  5. Reading and Spelling Across Orthographies

    1. Front Matter

      Pages 169-169
      Download chapter PDF

    2. The Role of Distal and Proximal Cognitive Processes in Literacy Skills in Greek

      • Timothy C. Papadopoulos, George K. Georgiou, Theodosia Apostolou
      Pages 171-184

    3. Reading and Spelling Skills in Transparent Orthographies: Phonological Encoding and Rapid Automatized Naming in Turkish

      • Ecehan Candan, Nalan Babür, Belma Haznedar, Gülcan Erçetin
      Pages 185-201

    4. The Development of Reading and Spelling in Polish: A Semi-transparent Orthography

      • Izabela Pietras, Marta Łockiewicz
      Pages 203-222

    5. Research of Reading and Writing in Lithuania: Past, Present and Future

      • Reda Gedutienė
      Pages 223-234

    6. A Mature Science of Reading and Spelling

      • Barbara Arfé
      Pages 235-240

  6. Integrative Approaches to Literacy Instruction and Remediation

    1. Front Matter

      Pages 241-241
      Download chapter PDF
Back to top

Keywords

About this book

This book shows that reading-writing is a two-way street that is burgeoning with research activity. It provides a comprehensive and updated view on reading-writing connections by drawing on extant research and findings. It puts forward a new conception of literacy, one that establishes reading and writing connections as the primeval ground for building literacy science. It shows how an integrative view of literacy can have deep and lasting effects on conceptualizing literacy development in several orthographies and on improving literacy instruction and remediation worldwide. The book examines in detail such issues as modeling approaches to reading-writing relations, literacy development, reading and spelling across orthographies and integrative approaches to literacy instruction and remediation.

Editors and Affiliations

  • Department of Psychology, University of Porto, Porto, Portugal

    Rui A. Alves, Teresa Limpo

  • College of Education, Texas A&M University, College Station, USA

    R. Malatesha Joshi

About the editors

Rui A. Alves, PhD., is Assistant Professor of Psychology at the University of Porto. He is former coordinator of the Special Interest Group on Writing of the European Association for Research on Learning and Instruction. He is Associate Editor of the journals Reading & Writing and Culture & Education. Currently, he leads the European Literacy Network, ELN.

Teresa Limpo is Assistant Professor at the Faculty of Psychology and Education Sciences of the University of Porto. She conducts research on the cognitive and motivational processes in writing and develops evidence-based writing interventions to promote writing skills in school-aged children. Regularly, she creates and implements professional development courses to train teachers in using these practices.

R. Malatesha Joshi, Ph.D., is Professor of Reading/Language Arts Education and Educational Psychology at Texas A&M University and a fellow of the American Educational Research Association. He is the Editorof the Reading and Writing: An Interdisciplinary Journal as well as the Series Editor of Springer’s Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology, and Education.

Bibliographic Information

  • Book Title: Reading-Writing Connections

  • Book Subtitle: Towards Integrative Literacy Science

  • Editors: Rui A. Alves, Teresa Limpo, R. Malatesha Joshi

  • Series Title: Literacy Studies

  • DOI: https://doi.org/10.1007/978-3-030-38811-9

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Nature Switzerland AG 2020

  • Hardcover ISBN: 978-3-030-38810-2Published: 03 June 2020

  • Softcover ISBN: 978-3-030-38813-3Published: 03 June 2021

  • eBook ISBN: 978-3-030-38811-9Published: 02 June 2020

  • Series ISSN: 2214-000X

  • Series E-ISSN: 2214-0018

  • Edition Number: 1

  • Number of Pages: XV, 317

  • Number of Illustrations: 37 b/w illustrations

  • Topics: Literacy, Language Education, Language and Literature

Publish with us

Policies and ethics

Back to top

Search

Navigation