The importance of writing (step 3) in Book Buddies:
“Writing. In all
of these programs, writing is an integral part of tutoring in reading. Writing
activities provide children the opportu nity to see the relationship between
reading and print. The writing process enables the child to This content
downloaded on Wed, 23 Jan 2013 18:24:01 PM All use subject to JSTOR Terms and
Conditions attend to the visual details and to sort out letter sound
relationships. Writing activities are closely coordinated with words from the
word analysis. That is, students write sentences or brief paragraphs using
sight words and decod able words they are learning. Writing provides repeated
opportunities to see the structure of words, to explore the coordination of
sound and symbols, and to practice expressing ideas in words. Depending on the
program's focus, the content of the writing is generated by the tutor, the
child, or sometimes both.”
The Reading Teacher
Vol. 51, No. 7 April 1998
(Using Volunteers as
Reading Tutors: Guidelines for Successful Practices Author(s): Barbara A. Wasik
Reviewed work(s): Source: The Reading Teacher, Vol. 51, No. 7 (Apr., 1998), pp.
562-570 Published by: International Reading Association Stable URL:
http://www.jstor.org/stable/20201962 . Accessed: 14/05/2015 18:24) jhd
AND
“Writing. The writing component of the Charlottesville
Volunteer Tutorial is referred to as writing for sounds. We want children to
learn how to segment their speech and to match letters to those segmented
sounds. At the same time, we want to encourage children to use reading as a
scaffold for their initial writing attempts (McGill-Franzen, Lanford, &
Killian, 1994).
Tutors are encouraged to dictate sentences from familiar texts,
or children compose their own sentence(s) about the books they have read.
Whenever possible, tutors guide children in writing a transformation in which
the sentence varies from the original in only two or three words. For example,
"In a dark, dark house, there was a dark, dark staircase" might become
"In a dark, dark basement, there was a dark, dark closet."
The tutor
dictates the sentence and models the segmentation process by elongating the
sounds in the words for children to match the letters to the sounds they hear.
Children are encouraged to do their own elongating of sounds as needed. There
is considerable evidence to suggest that the act of segmenting speech and matching
letters to sounds is a rigorous exercise of phonics in and of itself (Blachman,
1992). Indeed, some researchers have used children's spellings as an indicator
of phonemic aware ness (Clay, 1985; Morris, 1992).
Research has shown that writing
in invented spellings enhances children's memory of words, at least at the
beginning stages (Ehri & Wilce, 1987). Spellings change as word knowledge
grows, and word knowledge grows as exercise and instruction are paced to the
child's zone of proximal development (Vygotsky, 1962). The children in the
Charlottesville Volunteer Tutorial are encouraged to use their own knowledge of
letter-sound correspondences and to produce "sound spellings" even if
these are incorrect.
Children are, however, held accountable for those
features they have been taught during the word study component of the tutorial.
Errors specifically related to features examined through word study are
"negotiated toward correctness" (Clay, 1988). Those features not yet
taught directly are allowed to stand as invented spellings.”
("A Community Volunteer Tutorial That
Works" Author(s): Marcia Invernizzi, Connie Juel and Catherine A. Rosemary Source: The Reading Teacher, Vol. 50, No. 4 (Dec.,
1996 - Jan., 1997), pp. 304-311 Published by: Wiley on
behalf of the International Reading AssociationStable
URL: http://www.jstor.org/stable/20201767 .)Accessed: 14/05/2015 19:38)
jhd
