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HOFFMAN AND GERALD G. DUFFY learn that semantics and syntax are also viable cues to be used in combination with phonics. And, of course, seeking meaning is always an emphasis, with students learning to monitor meaning-getting in both their oral listening activities and in their rudimentary reading. All this is enhanced by frequent experiences with writing. Because reading and writing are reciprocal processes, the more writing students engage in, the better readers they become (Tierney & Shanahan, 1991).

Such conceptual foundations support and give meaning to all the other aspects of learning to read. This cannot be over-emphasized. While the lay public typically assumes reading to be a matter of learning skills and strategies, reading teachers understand that effective skill and strategy use rests upon accurate conceptual understandings. Engaged Readers Apply Sldlls and Strategies to Get Meaning As students develop conceptual understandings about the nature and function of reading, they are also learning the nitty-gritty "how to" skills and strategies required to be fluent and successful seekers of meaning.

Mosenthal & P. Pearson (Eds), Handbook of Reading Research (Vol. III, pp. 719-742). Mahwah, NJ: Erlbaum. Atwell, N. (1987). In the middle: Writing, reading and learning with adolescents. Portsmouth, NH: Heinemann. , & Brown, A. (1984). Cognitive skills and reading. In: P. D. ), Handbook of Reading Research (pp. 352-394). NY: Longman. Baumann, J. (1984). The effectiveness of direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20, 93-108. , & Dykstra, R. (1967).

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