Reading and Writing Interplay

Reading and Writing Interplay

According to Jordan (1997), reading and writing skills are interconnected (as cited in Pintos, 2008, p. 33). Although reading tasks are likely to develop comprehension skills, the core of these activities generally involves writing practice. Therefore, learning how to read effectively contributes substantially to the development of writing academically. Bloor (1985) suggests four different procedures to approach reading at academic level (as cited in Pintos, 2008, p.33).
The psychological approach highlights the importance of the social and cognitive aspects involved in the process of reading. Thus, learners would basically be focused on reading strategies and skills. A clear example of this orientation might be when working on predictions, or dealing with key concepts to favour interpretation of texts.
The linguistic approach is concerned with the analysis of genre and style. Mainly, it aims at drawing learners’ attention and awareness to grammatical and discourse competences. This would be evident when analysing different types of texts and their layouts.
Third Bloor’s (1985) content-oriented approach focuses on the learners’ necessities and interests. Therefore, the outcome of this approach would be to provide meaningful and precise reasons for reading. Hence, students’ interest in reading would be enthused.
Lastly, the pedagogical-oriented approach refers to the awareness of students’ learning style. An essential issue within this orientation would be to underscore the significance of learning theories. Thus, once learners are faced with self-access resources they would be able to manipulate that material at their own pace and rate.
All things considered, writing academically should involve the use of the four above mentioned approaches to reading. Consequently, learners at academic level would not only be motivated and engaged in reading, but also accomplish academic writing.



References
Pintos, V, (2008) Unit 1: Building up a community of teachers and prospective researchers. Universidad CAECE: Buenos Aires, Argentina. Retrieved August, 2009 from http://caece.campus universidad.com.ar/mod/resource/view.php?id=273