The article “The relationship between Reading and Writing?” highlights the interdependency of reading and writing. The writer states that a child’s literacy development is dependent on this interconnection between reading and writing. This clearly means that reading affect writing and writing affect reading. Research has found that when children read extensively they become better writers.
Additionally, in order for teachers to effectively teach the relationship between reading and writing they should have knowledge of literacy content and functions (i.e. what children need to learn in literacy in order to be counted as successful), Pedagogical content knowledge (i.e. how the content and processes of literacy can be represented successfully to children) and knowledge about learners and the ways in which they learn (i.e. how do children learn to read, write and use language effectively and the capabilities of the pupils currently being taught).
Moreover, the information from this article is quite useful to teachers as they can use the information to teach reading and writing strategies concurrently which allows them to “kill two birds with one stone.” This connection rather than hampering the students instruction, aids their development throughout their school years. Shanahan (1988) proposes seven instructional principles which explain how reading and writing can be combined to best enhance students' learning. They include: The teaching of both reading and writing, the introduction of reading and writing from earliest grades, the reflection of the developmental nature of the reading relationship in instruction, the making of the reading-writing connection explicit, the focusing on content and process relations, the emphasis on communications and the teaching of reading and writing in meaningful contents. These principles are extremely useful to teachers as they will ultimately help students to enhance their reading and writing abilities.
In closing, it is the responsibility of the teacher to show students what experienced readers and writers do when they compose; introduce the cognitive strategies that underlie reading and writing in meaningful contexts; and to provide enough sustained, guided practice that students can internalize these strategies and perform complex independent tasks competently and confidently.
References
http://ptgmedia.pearsoncmg.com/images/9780137056071/downloads/Olson_Ch_1.pdf
http://www.leeds.ac.uk/educol/documents/000000829.htm
In my view reading and Writing meant differently. As I read this reflection it became clearer to me. Reading is not just taking up a book and writing is not just putting down things you see on a chalkboard. Reading and Writing mean so much more. I agree that as students read they become better readers and writers. On a whole the information given is very useful because it gives teachers ideas of how to go about teaching reading and writing. Teachers should be able to use strategies that are effective in teaching reading and writing. They should be able to use these strategies so that students can use them enhance in both reading and writing across the curriculum. (Mochina Pemberton)
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