Disparities among reading, writing, and Oral language: A look at underprepared College students

Abstract

This paper focuses on three issues: (1) the disparities between reading and writing instructional methodologies, (2) the misconceptions students seem to draw if these disparities are not brought to their attention, and (3) the recursive relationship between written and oral language. Along with these issues, a theoretical paradigm contrasts the relationships between main ideas and details in reading processes with those of writing processes.