Integrating Reading and Writing in the Classroom

The importance of integrating reading and writing during the learning process

We have been asked on several occasions why our English sessions become for two hours and why we integrate the reading and writing process in every session. Hopefully, this article will respond that question.

ARRENDELL Education was founded past Gwenda Sanderson in 1977 and focused on assisting young students develop competency in their literacy skills. Although we at present besides aid students develop their mathematical skills, we even so believe that literacy is probably the single-well-nigh important part of pedagogy. Information technology is our conventionalities that without literacy, all other learning is impossible.

What is literacy?
Literacy involves the integration of speaking, listening and critical thinking with reading and writing. Effective literacy is intrinsically purposeful, flexible and dynamic and continues to develop throughout an private's lifetime. All Australians need to take effective literacy in English, non only for their personal do good and welfare but also for Australia to accomplish its social and economic goals (The Australian Language and Literacy Policy, Department of Employment, Pedagogy and Grooming, 1991).

The reading and writing relationship
The relationship between reading and writing is a bit like that of the craven and egg. Which came showtime is not equally important equally the fact that without one the other cannot exist. A child'due south literacy development is dependent on this interconnection between reading and writing and this is why at ARRENDELL Education our English language sessions always integrate reading and writing.

Basically put: reading affects writing and writing affects reading. Co-ordinate to recommendations from the major English/Language Arts professional organisations, reading instruction is most effective when intertwined with writing education and vice versa. Research has constitute that when children read extensively they go better writers. Reading a variety of genres helps children acquire text structures and language that they can then transfer to their own writing. In addition, reading provides young people with prior knowledge that they tin can use in their stories. I of the primary reasons that we read is to learn. Especially while we are withal in school, a major portion of what we know comes from the texts we read. Since writing is the act of transmitting knowledge in impress, we must have information to share before we tin write it. Therefore reading plays a major function in writing.

At the same time practice in writing helps children build their reading skills. This is especially true for younger children who are working to develop phonemic sensation and phonics skills. Phonemic awareness (the understanding that words are developed from sound "chunks") develops as children read and write new words. Similarly, phonics skills or the ability to link sounds together to construct words are reinforced when children read and write the same words. For older children practice in the procedure of writing their own texts helps them analyse the pieces that they read. They can apply their cognition about the means that they chose to use detail language, text construction or content to better understand a professional author'due south construction of his or her texts.

Reading to develop specific writing skills
One of the about constructive ways to use the relationship between reading and writing to foster literacy development is by immersing children in a specific text blazon or genre. Parents and teachers should identify a specific text type or genre and and then study this genre with the child(ren) from the reading and writing perspectives. Children should read and discuss with adults high quality examples of works written in the genre focusing on its construction and linguistic communication besides as other bones reading skills including phonics and comprehension. Once children accept studied the genre to place its essential elements, they should be given opportunities to write in the genre. As they are writing, adults should aid them apply what they have learned from reading genre specific texts to guide their limerick. This procedure should be recursive to permit children to repeatedly motion between reading and writing in the genre. In the end children volition not but have a solid and rich knowledge of the genre, simply will too accept strengthened their full general reading and writing skills.

Texts can be used on limited ground to assist children acquire and strengthen specific writing skills. For example, many students in a seventh grade class might have difficulty writing attention getting introductions in their essays. One of the most effective means to help children build specific writing skills is to show and discuss with them models that successfully demonstrate the skill. Adults should select a number of texts where the authors "nail" the area that they desire to help their children grow in. For our sample seventh graders we'd want to notice several pieces of writing with stiff, engaging introductions and read and analyse these with the students. Once children have explored effective models of the skill, they should be given opportunities to practice it. They tin can either write new pieces or revise previous pieces of writing emulating the authors' techniques.

Integrating "sound" education in reading and writing
Phonemic awareness and phonics are ii of the pillars of reading. Without agreement the connexion betwixt sounds and letters, a person cannot read. The connectedness betwixt reading and writing can help solidify these skills in young readers. When a kid comes to a give-and-take in their reading that is unfamiliar, the adult(s) working with her can model or guide her in sounding out the discussion using cognition of phonemes (audio "chunks"). Similarly, if a child wants to write a new word the adult(s) tin use the aforementioned technique to help her choose which letters to write. If the child is younger, accurate spelling is not as of import as an agreement of the connection between item sounds and letters. Therefore helping the child option letters that judge the spelling is more appropriate than providing him with the bodily spelling. If the child is older and has an understanding of some of the unique variations in the English language (such as silent "due east"), the parent or instructor should encourage him to utilize that cognition to come upwardly with the spelling of the word.

Choice in reading and writing
Some other effective method for using the relationship between reading and writing to foster literacy development is simply giving children the choice in their reading and writing experiences. We learn best when we are motivated. If children are ever told exactly what to read, they volition somewhen either come to see reading and writing equally impersonal events or will "shut down". That is why at ARRENDELL Didactics, nosotros encourage students to use our vast library resource to select their own reading material.

What can you practise?
Research tells u.s.a. that children and teens who don't read and write outside of school, confront a large loss in their literacy growth compared to those who practise keep learning all year long. This ways breaks from school offering wonderful opportunities for families, caregivers, and out-of-school educators to help improve reading and writing. Then now yous know why we integrate reading and writing and why our English sessions last for two hours per week. We practice it considering nosotros desire to promote life-long learning through reading and writing.

More than Resources
Become A Improve READER: Click to access a number of family literacy resources – discover i to adapt your family.

More tips offered via a great article from Nuture for the Future – Reading Questions.

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Source: https://www.arrendell.com.au/importance-integrating-reading-writing-learning-process/

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