ABSTRACT
Reading and writing are integral components of language arts programs from elementary
school through postsecondary grade levels. Most college developmental programs
include reading and writing courses, some of which combine both disciplines into one
course. This practice is not accepted universally as college developmental educators
continue to debate whether or not reading and writing should be taught as separate
disciplines or as integrated, related fields of study. Discussions also continue on how best
to integrate reading and writing into the college curriculum and what methods and
materials are appropriate for instructing and assessing students in these areas (Hayes,
1990; Tierney & Shanahan, 1991). In the past, college educators were concerned
primarily about analyzing the products (written samples) of their students’ reading and
writing, rather than looking at the students’ processes. Currently, many reading and
writing educators now evaluate students’ reading products and processes.
