A focused scientific research effort on writing research and its relationship to language development and reading is needed to address the writing and broader literacy needs of today’s and tomorrow’s learners and workers. In the United States, as well as in many other nations, research on writing has been neglected in relation to the emphasis on reading and oral language more generally. The authors argue first for why there is a need for this refocused effort, what should be focused on, and how as a field we should consider moving forward and addressing this imperative. In addressing the why, the authors argue that need is not limited to a particular age or developmental range but rather is broad-based, beginning with our youngest learners and continuing through those transitioning into post-secondary and the workplace. The clear message is that the picture is surprisingly similar across age ranges with a demonstrated need beginning with those coming from less advantaged backgrounds into formal education to the majority of students transitioning from twelfth grade into the workplace or post secondary settings. The authors suggest next steps for research addressing both what and how: what areas of science are areas of high need and how the field may consider moving forward to address these needs. Interdisciplinary research on writing is needed that addresses and integrates cognitive, biological, and social-cultural traditions, contributions, and methods.
Reading and Writing – Springer Journals
Published: Nov 5, 2010
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