The Missouri Reader Vol. 36, Issue 1 | Page 71

reflected on the process of participating in the writing conference through a student reflective questionnaire. The Relationship of Reading and Writing Within the area of literacy, reading and writing are two separate concepts that each holds powerful learning and skills for children. However, when reading and writing are paired together they can be used in a variety of ways to enhance student knowledge. Tompkins (2006) explains that reading and writing are two literary activities that have similar processes. Reading and writing both involve the process of creating and deriving meaning through various stages of development. Both processes involve a prereading or prewriting stage where prior knowledge regarding a specific topic is explored by the reader or writer. Also, an applying or publishing stage is used during both processes in order for readers or writers to reflect and share their compositions as well as ideas. Tierney, Readence, and Dishner (1995) suggest that reading and writing are connected through many different ways in which students interact with a text. In relation to Tompkin‘s (2006) idea of the connection between reading and writing being reciprocal in that they each transfer knowledge between one another, Gunning (2004) suggests that reading activities are deeply connected with advanced writing skills. He explicitly states that students have a better chance of enhancing their learning about writing through the influence of authentic reading. Gunning uses the term ―reading like a writer‖ (p. 484) to describe the idea of students who monitor their own reading to find techniques an author uses that they could use to create personal writing that is meaningful. In contrast to the idea of a reciprocal connection between reading and writing as well as reading being a predictor of writing, Lerkkanen, Rasku-Puttonen, Aunola, and Nurmi (2004) support the idea of productive writing as an indicator for reading performance. Their research implies that reading and writing come from the same literary knowledge and cognitive processes within the human mind. Based on investigations discussed previously regarding the connection of reading and writing, it is apparent that a relationship exists between reading and writing (Gunning; Lerkkanen et al.; Mallozzi & Mallory, 2007; Tierney et al., 1995; Tompkins, 2006). However, the type of relationship is still largely under debate. Writing Workshop: Writing Conferences Within the area of writing there are a variety of instructional approaches that can and have been used to implement writing instruction. Dorn and Soffos (2001) suggest that the act of writing is a cognitive process that encompasses the comprehension of ideas, expression of language, and mechanical convention skills. In the evolution of reading and writing, as literacy has become part of a balanced literacy approach, where children are presented with more freedom of choice, the majority of research confirms that writing workshop is one of the most influential ways to implement writing (Calkins, 2003; Gunning, 2004; Tompkins, 2006). Gunning explains that the following are key components that are involved within writing workshop: ―minilessons, guided writing, writing time, conferencing, and sharing‖ (p. 466). The main focus of a minilesson is to instruct students using a writing skill or strategy that they need to enhance their writing abilities. A minilesson should be at the level of the students and put in terms that they can easily relate to and understand. Gunning and Tompkins agree that independent writing time is the key component of writing workshop. Calkins (2003) explains the purpose of conferencing as the observation and interviewing process that shows how students are trying to become writers. The next step is to help students reflect on their own writing in order to make a teaching point. From this, the student should be able to create a link to their future writing (Calkins). Through the use of writing workshop, one component emphasizes the aspect of self-reflection and self-questioning—conferencing. Dorn and Soffos (2001) state that ―the writing conference is the heart of teaching the writing process‖ (p. 60). During a peer conference, students are taught how to conduct a peer conference with a small group of students. The students begin the conference by reading their piece of writing. Then, the students ask specific questions to understand the meaning or extend the message of the writer. The purpose of a peer conference is for peers to offer constructive advice to their fellow peers. The writing strategies that are used within this process allow students to make direct connections with other areas of learning. Once students become more aware of their own abilities these will be reflected through their future knowledge. Reading Workshop: Comprehension Reading Strategies Within the realm of reading, there are a multitude of instructional techniques that can and have been used to implement balanced reading instruction. Tompkins (2006) © The Missouri Reader, 36 (1) p.71