Young children\u27s written response to text

Although elementary teachers are encouraged to use reader response strategies in their work with children, many questions remain about the nature of young children\u27s response. This study is part of a year-long naturalistic exploration of second and third grade students\u27 written responses to text. Entries from children\u27s reading logs constituted the primary data source for this study. Analysis focused on two different assignments or writing tasks: Write what you remember and \u27Write what you think or feel. The children responded to four different types of texts (two per task). Task and text differences were found in children\u27s personal statements, the nature of those personal statements, and the relationship between children\u27s written statements and information from the text

Engaging Readers and Writers in Adult Education Contexts

A comprehensive definition of literacy embraces abilities, choices, and attitudes. Literate people not only know how to read and write but also choose to do so. The definition of “engaged reader,” developed and studied at the National Reading Research Center during its five-year tenure, describes fluent, adult readers as having a desire to use literacy (motivation), skills and abilities as readers and writers (strategies), information about reading and writing and how to obtain ideas from or construct ideas using the written word (knowledge), and the ability to learn from and with others in literacy situations (social interaction). This article develops the rationale for this approach in adult education programs and describes current projects that are designed to help teachers offer students opportunities to become engaged readers and writers. Online teaching resources developed as part of these projects are highlighted