Abstract
Abstract This article examines reading/writing connections by exploring the effects of storyreading on small children. It reports on case studies of two children and focuses on the relationship of discourse structures of stories that were (1) read to the children and, (2) written by them. The hypothesis was that children acquire semantic structures from early book reading experiences which are retained in long term memory and subsequently used in emergent writing. The research adopted a schema‐theoretic approach and used Rumelhart's (1977) problem‐solving grammar as a model for the comparative analysis of pairs of narratives. The high degree of correspondence of both constituent structure and semantic nodal elements of pairs of analysed stories establishes the generative relationship of the prototypic and derived stories. Summary implications for early reading and writing instruction are noted.
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