The Effects of Integrating Reading and Writing on Four Variables.
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graduate student at The University of Wisconsin The additive effect of a creative or noncreative writing task on a reading assignment did not produce any significant change in comprehension or attitude, as Mr. Smith and Mr. Jensen had hoped this experiment would show, though the creative task did yield writing of greater length and modification than the noncreative task. Furthermore, with pupils functioning at or near their proper instructional reading levels, in some ways children from low reading ability groups benefited as much from creative type activities as others placed in higher achievement groups.Reviewed by W. R. P.