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