The Link Between Reading And Writing

In the article Writing First the author Peter Elbow suggests that writing should come before reading. According to Elbow, writing can enhance the reading process. Elbow also makes the claim that reading is the input and writing is the output in literacy. Elbow suggests that reading is more dominate than writing in the literacy learning process. Elbow recommends that teachers spend as much time on writing as they do reading. Elbow does not believe one is more important than the other, but believes that each enhances the learning process of the other.

Every word written or read is a chance to better yourself or someone else. Our words carry an enormous significance with them. Even if a person doesn’t enjoy reading or writing, they can not deny that fact. I bring this up because reading and writing has shaped me into the person I am today. So it is no surprise that I am willing to rant about how great reading and writing can be.

As a teacher, it is important that you develop your own personal beliefs about writing and reading instruction because your beliefs will be the foundation for your instruction. Your beliefs about writing and reading will help you to determine the goals that you set, the instructional techniques that you decide to use in your classroom, and the organization of your classroom. Your beliefs about reading and writing will also help you to determine the materials that you decide to use, the writing and reading behaviors that you expect each of your student’s to show, and the standards that you are going to use to evaluate each of your students.

If I could describe my relationship with reading and writing it would most likely have to be, improving. Of course I would assume the same happens to all students that their reading and writing skills improve as they continue with their education. For me reading has been a passion, so my reading skills are pretty advanced and I can say I am able to read well. In my case, being a child of two Hispanic parents, I do have a slight accent that can get in the way and make my reading a bit rough. Usually it is not so bad, only on certain words that either I do not know how to properly pronounce or certain letters that my accent acts as a physical barrier where I have to sound it out more carefully or work around my accent. While that is the #1 major setback I have during reading. Even with that setback I can still say that I am confident in my reading skills, reading at a well speed, improving, reading various books all that combined allows to be able to read almost anything. What I do enjoy about reading is that I see it being able to bring myself into that world that the author is writing about or to envision the story they’re telling as a movie. I like the idea of just sitting back or laying down with a good book for hours and getting deep into whatever I am reading. Personally once I pick up a good book it is usually hard for me to put it down without the paranoia of not knowing how it ends will eat me up and I usually finish a book within a few days.

Throughout my years of schooling, I have become ambivalent about reading and writing. I have struggled in school to make myself enjoy writing. I didn’t mind reading as much, as long as it was to my interest. It has differed throughout the years I have been in school. Some years I have enjoyed both, reading and writing, and other years I have not liked either. Getting myself to enjoy reading and writing has been quite the adventure.

“I say to you quite frankly that the time for racial discrimination is over,” is what Governor Jimmy Carter said during his Inaugural Address on January 12, 1971, but it was not always true. In the texts, “Superman and Me,” by Sherman Alexie, and, “Learning to Read and Write,” by Frederick Douglass there are clear issues of racial discrimination between both authors, and there are also many other similarities and differences throughout Frederick and Sherman’s demanding upbringing, the most prominent are the main character’s obstacles, goals, and the situations the authors are in during their journey.

In “Writing to Read”, Graham and Hebert present the results of studies, which where thoroughly analyzed, in order to support the importance of writing instruction towards the development of reading skills. The report, however, was not created with the simple purpose of making an argument. Through the use of meta analysis, it recognizes the most effective approaches in order to aid teachers in developing and applying effective strategies.

“The more you read, the more things you know. The more that you learn, the more places you’ll go” –Dr. Seuss. Dr.Seuss could not be any more right. It is often said that once you find the right book, you could go anywhere. Literacy is one of the most important things that a child could ever learn. In order to succeed in society today, one must be able to read, write, speak and even listen. There has been great debate over the different approaches when it comes to teaching children how to read. This essay will go more in depth on both approaches, how the writer learned how to read, how the writer will teach their students how to read.

Writing not only reflects on one’s credibility in literacy, but also how America’s school system has failed students at writing in English courses. As a student, I would describe my writing as “honest, but complex”. For as long as I can remember, writing was always a tool that allowed a person to eloquently express his or her opinions, and analyze writing prompts given by teachers at school. Today, most students in English class solely attempt at getting a good grade rather than thoroughly understanding grammar and writing. Moreover, a solution for this would be allowing more English teachers at school to come together to improve the emphasis on proper language learning as well as the value of writing.

Just like Sam and Willie, I still remember when growing up, the type of interest I had between reading and writing were distinct. I like reading short texts, magazines, the news paper, and even poems. However, when it comes to writing I could stay hours writing stories and often even filling up my note books writing down thoughts, quotes or ideas because of the joy that it brought in me. As it is mention in the article on page 317 on the second passage "-where there was much to be learned about adult worlds as well." This is a strong contrast with the Rodriguez and Freire's articles, they also mentioned similar point of views towards literacy as this one. Overall, reading open minds and eyes to see more than just what is being read but also

According to Reading Rockets (2018), teachers of excellence use high quality instruction byincorporating the five reading components delivered through a coherent instructional design. Instruction should include the five components of reading that are critical elements of Phonics, Vocabulary, Fluency, Vocabulary, Comprehension and Phonological Awareness. Although teachers usually follow a core reading curriculum to guide instruction in whole and small group learning, the instruction should exhibit individualization to match the needs of each student and should also be taught unequivocally in classrooms that mirror positive and appealing writing activities that support literacy.

Throughout my educational career, I have learned that being an avid reader and writer goes hand-in-hand. It is merely impossible to be a successful writer and lack the ability to be a proficient reader. That being said, there are certainly specific skills to ensure excellence in both reading and writing. While I am fairly confident that I have adapted

Educators are charged with not only teaching the content of their subject, but also responsible for creating a learning environments that fosters communication, engagement, and reflection so that the students will be prepared for their future careers and learning. Creating a classroom that fosters reading and writing is one way to engage students while promoting that they reflect on the material and communicate their understanding or misconceptions of the content. In order to form a literacy-rich classroom educators need to increase the amount of time students interact with all forms of print and literacy and the classroom environment is an essential key to setting the precedent and model behaviors that will make students more successful and capable of high level learning. (Tyson, 2013)

At the Language and Literacy Project, each child is paired with a more competent reader and writer or “reading buddy” that assist the child in reading and writing. The child and reading buddy engage in the process of shared reading and writing. Shared reading occurs as the child and the reading buddy read different texts and engage in discussion. The reading buddy demonstrates different meaning based reading strategies such as summarizing and talking about what will happen later in the text. The main target for reading is that the child understands what he/she is reading. In other words, the main concern is that the child does not simply say words on the page, but truly makes meaning from what is read.

Reading and writing are both important; you can’t have one without the other. They are skills that are increased constantly due to little things that most times are not noticed. Whether it is from a book to a poem, there will always be a way that it helps out your school performance. Reading and writing in general only helps absorb information, and enhance leisure or school related writing tasks. It has also made life itself so much easier because reading and writing are so beneficial for school and for life. How much you read and write today, will somehow affect your future job, family, position, or even your salary.