The Relationship between Reading and Writing: An Overview

From Talking to Writing: Teaching Oral, Reading, and Writing Skills Simultaneously through Understanding the Relationship between Reading and Writing

From Talking to Writing: Teaching Oral, Reading, and Writing Skills Simultaneously through Understanding the Relationship between Reading and Writing

Spoken linguistic communication mastery is essential for reading and writing. Some of the most influential cognitive abilities that provide a foundation for speaking, reading and writing are: attention, exact working retention, executive operation and processing speed. These cognitive abilities are closely related and share common functions.  For case, students demand to pay sustained attending to voice communication sounds as well as recognize and manipulate oral communication sounds in words.  Learners demonstrate this power in reading while decoding words whereas in writing, this ability is revealed through spelling.  Another example is verbal working retention.  This cognitive skill is limited to the amount of material working memory can concord and in the length of fourth dimension the manipulation of language tin be expressed. When students are reading text, they oft concur a completed sentence in working memory and and so reread the preceding sentence to enhance their agreement.  During writing while composing phrases, sentences and paragraphs, writers are using exact working retentiveness.  A third cognitive ability is executive operation whereby students need to plan, self-monitor and alter plans during language tasks.  For instance, both readers and writers need to self-monitor for visually similar words (of/off) and homonyms (sail/sale). Final just not to the lowest degree is processing speed, the rate at which learners are able to recall information and execute plans.  Good readers and writers are able to apace name several elements of a given category while students with slower processing speed may be authentic in their responses, simply their product is almost always very slow.  In order for students to develop fluent reading or written expression, they need structured teaching as well every bit enough practice using their reading and writing skills.

Reading

Reading and writing are non identical skills but practise share the cognitive abilities mentioned previously.  Before actual reading begins and as an aid to comprehension, two pre-reading exercises can aid to support the reader'due south ability to focus attention on the reading material.  One such do is to call back background knowledge, internalized from life experience about a topic, so lucifer that cognition to the text.  Another is to identify new and unfamiliar words from the assigned text and learn their meanings from the words and phrases around them.  Once this is completed, the actual reading begins.  A competent reader engages in the post-obit:

  • activates phonological sensation skills (how letters and sounds represent)
  • recognizes how the sounds alloy together to form words
  • decodes the words printed on the page
  • realizes give-and-take recognition
  • attaches significant to those words
  • reads with fluency
  • comprehends what has simply been read

A primary component of fluent reading is word recognition, the ability to recognize written words correctly and automatically. This ability helps to ensure writing words correctly as students learn to correspond letter forms in memory equally well as the strategies for their automatic retrieval from memory.  Students who read effortlessly over time enjoy successful wide-reading experiences.  As a result, they are at an advantage for being exposed to learning more words and growing their vocabulary.  This word exposure not only enhances their reading comprehension but too creates better spellers.  In addition, children who develop good agreement of what they read may display a greater involvement in writing.  They get enlightened of the word relationships in a variety of sentence patterns and how authors structure text along with the rules that govern it.

Writing

When looking at the human relationship betwixt reading and writing, writing is the human activity of scribing words and sentences on paper.  Therefore, it is necessary to have facts and experiences to share.  Prior to writing both at the sentence and paragraph levels, the writer needs to consider the topic and summon groundwork cognition and ideas in support of that topic.  Following that, students should exhibit a clear agreement of judgement construction as well every bit the rules for correct grammer.  Additionally, it is important for writers to construct a plan that structures and organizes their paragraph-level writing.

Such a plan ensures that each judgement links logically with the preceding sentence to produce a shine flow or cohesion.  Writing, which incorporates word recognition and reading comprehension, places the greatest demand on verbal working memory and relies on the skills that follow:

  • mechanics: handwriting
  • phonology: speech sounds that make up words (eastward.m., bit = "b"+"i"+"t")
  • semantics: discussion meanings and concepts
  • morphology: meaningful parts of words (roots, affixes, and inflections such equally -ed verb endings that indicate past activity)
  • syntax: rules for the gild of words in sentences (simple to circuitous) and grammar rules
  • discourse: narrative structure versus expository construction

In consideration of the relationship betwixt reading and writing, even more reading, writing depends on the mastery of the most basic skills such equally spelling and hand- writing. Through directly and explicit instruction, teachers need to systematically teach a hierarchy of formal spelling rules that transition from short and long vowel patterns to irregular word spelling. Without this didactics, writers who struggle with spelling may lose track of their thoughts as they try to spell a specific discussion used in context or process audio-symbol relationships (phonology and morphology).  In addition, it is important and necessary for students to receive handwriting teaching. The evolution of legible handwriting enhances spelling, aids writing fluency and frees mental free energy for higher order cognitive skills, peculiarly at the multi-sentence or paragraph level.

In endmost this article on the relationship between reading and writing, the underlying cognitive abilities, attending, verbal working memory, executive functioning and processing speed are critical in their support of learning to read and write and need to exist considered every bit linguistic skills are taught. Although information technology appears plausible that the features of reading and writing are the same, it is evident that they are not totally equal.  What is most important to retrieve is that the automatization of reading and writing skills is essential.  Students benefit most when teaching is direct and explicit, and sufficient review and do are provided.

Writer: Terrill Jennings She has taught and directed linguistic communication arts programs for children with dyslexia for more 40 years. She has authored two books on writing with her colleague Dr. Charles Haynes and is an accomplished presenter who has given workshops nationally and internationally.