Students Learn to Read Like Writers: A Framework for Teachers of Writing Robin R. Griffith, Ph.D. East Carolina University Greenville, SC Griffith, Robin R. "Students Learn to Read Like Writers: A Framework for Teachers of Writing.“ Reading Horizons. V50.1, 2010.

This study was inspired by the works of: Frank Smith “Reading Like a Writer” Katie Wood Ray Wonderous Words and Jane Hansen’s work on Mentor texts “It has changed the way I teach writing but also my own writing process as well.” (Griffith in to me)

Dr. Griffith is currently working on a piece for “The Reading Teacher” that is centered around interactive writing in primary classrooms and how it can support the writer’s craft. Researcher’s Perspective: Social Constructivist Theory Teacher’s role in helping students to read like writers is crucial. Central Question: “What role does the teacher play in helping students learn to read like writers? Qualitative case study of a fourth grade teacher and six of her students using the gradual release of responsibility model within writing workshop. Researcher’s role was that of participant observer. Data was collected from late August, two to three days a week for four months. Researcher observed seventeen writing workshop mini lessons and took field notes. Review of literature and works citied include some of the following widely known reputable authors: Smith, Calkins, Portalupi, Graves, Fletcher, Fountas and Pinnell, and Ray

Data Collection: Data Analysis: Findings: Helping Students Learn to Read Like Writers:

“Many teachers of writing lament that they are much more comfortable teaching writing conventions than the writer’s craft. “(p. 49) “Numerous individuals have attempted to define or at least identify qualities of good writing, yet the definition is still vague and subjective.” (p.50)

“The findings from this study extend the field of writing by providing insight into the role that teachers play in helping students learn to read like writers.” (p.64) “Helping students learn to read like writers was the first step in helping them to write like writers.” (p. 58) “Acknowledging that learning is a social process and is influenced by the social context in which it occurs (Jarmillo, 1996; Palincsar, 1998), the individuals who surround the learner play a vital role in the learning process.” (p. 50)