Reading–writing connections: Discourse-oriented research

Abstract

As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between these two psycholinguistic processes, particularly from a discourse and cognitive perspective. Argumentative texts were analyzed in the present investigation on reading-writing connections. Four tests were designed and tested on 439 eighth graders. The tests assessed psycholinguistic variables that account for the microstructural, macrostructural and superstructural levels of comprehension/production processing. Correlation results showed significant coefficients between reading and writing of argumentative texts in all the psycholinguistic levels analyzed. These results suggest that the processes involved in both activities share some common knowledge-based strategies.

Reading and spelling acquisition in Polish: Educational and linguistic determinants

“…Undoubtedly, spelling requires greater orthographic and linguistic awareness than reading and the ability to write is more helpful for reading skills than reading is for writing. From the psycholinguistic perspective, the processes involved in both activities share some common knowledge-based strategies (Parodi, 2007).…”

Sinif Öğretmenleri̇ni̇n Yazma Güçlüğüne İli̇şki̇n Görüşleri̇

“…Nitelikli bir yazma sürecinde okuma becerilerinin gelişimi önemli bir rol oynamaktadır (Prat-Sala ve Redford, 2011). Çünkü okuma ve yazma becerisinin temeli ortaktır ve ortak süreçler içerir (Mason, Harris ve Graham, 2011;Parodi, 2007). Bu nedenle okuma becerisini yordayan birçok değişkenin yazma becerisini de yordadığı söylenebilir (Ritchey ve Coker, 2014).…”

La Teoría de la Comunicabilidad: Notas para una concepción integral de la comprensión de textos escritos

“…Así, nuestra teoría de la comprensión de textos escritos se ha ido enriqueciendo progresivamente durante los últimos años (Peronard & Gómez, 1985;Parodi, 1992Parodi, , 1993Parodi, , 2003Parodi, , 2005Parodi, , 2007aParodi, , 2007bParodi, , 2010aParodi, , 2010bParodi, , 2011aParodi, , 2011bPeronard, Gómez, Parodi & Núñez, 1998;Peronard, Velásquez, Crespo & Viramonte, 2002;Peronard, 2005;Ibáñez, 2007aIbáñez, , 2007bIbáñez, , 2008Parodi, Peronard & Ibáñez, 2010). Si bien esta concepción no ha variado en lo esencial, sí hemos profundizado y expandido ciertos aspectos teóricos y explorado empíricamente otros por medio de técnicas variadas, desplazándonos así hacia nuevos horizontes como son, por ejemplo, los géneros disciplinares y sus relaciones textuales prototípicas y su incidencia en el procesamiento psicolingüístico.…”