READING AND WRITING

RELATIONSHIPS
By:
Ayu Karismawati
Devid Enggal
Prasetyo Asyogi
 Introduction
Distinctiveness of the relationships between reading and writing emerge in part
from the particular literacy tasks in which the language learner engages.

As Salvatori (1996) states, Expert readers and writers have developed a kind of
introspective reading that allows them to decide as they read and as the write
when to pursue, when to revise, when to abandon a line of argument.
 Views of Reading and Writing
Relationships
Understanding the relationships between reading and writing is important to
become a better reader and writer.
- When we read, we get ideas that can help us to start writing.
- By reading, we can document better what we are writing about.
- When we read, we learn new vocabulary that is meaningful.
- By reading we learn grammar, punctuation, and spelling.
 Five Characteristics in reading and writing
(Tierney and Pearson 1983)
• Planning : both readers and writers have procedural, substantive and
goals.
• Drafting : both writers and readers need a first draft.
• Aligning : both writers and readers adjust their roles.
• Revising : the writer examines what has been written do discover and
clarify ideas.
• Monitoring : both readers and writers distance themselves from what they
have created and evaluate the product.
Kucer (2001) provides five aspects that connect
reading and writing:
• Knowledge Search
• Context
• Goals and Plans
• Strategies
• Envolving cognitive text
THE FIRST LANGUAGE LITERACY
SKILLS OF READING AND
WRITING
 READ TO WRITE
SMITH ( 1983)
• The study focuses on the reading to write relationship.
• The reader must learn how to write from what others have written
• In short, readers must read like writer in order to write like writers.
SPIVY AND KING ( 1989)
• Adopt a constructivist view of readers who make meaning by integrating content with
previous knowledge
• The readers :
 Select from available content
 organize as they construct a mental representation
 connect the content to discourse structure
• They note also that in several synthesizing multiple texts on similar topic, proficient
readers performed more succesfully (at selcting , organize, and produce source text material )
than less skilled reader
• Thus, in their study. They conclude that “reading ability can assist writing ability in
text based writing tasks”
KENNEDY ( 1985)
• Studied the fluent and less fluent college student as they
constructed an objective essay
• The finding :
First, the subject did not approach the task in the same way
Second, although all subject reffered to the reading sources,
they consulted in different point in reading-writing process
Third, the truly fluent reader generally engaged in more
planning than less fluent reader, particularly during post reading
and pre writing phase
 MC GINLEY ( 1992)
• Examined composing from multiple sources through a series of case studies of
readers involved in the process of creating text on the basis multiple text.
• The finding :
Indicate that the composing process was not a linier one.
Indicate recursive process in which writing, reading, and reasoning are
interwined.
• He concludes that reading and writing activities influenced and were influenced by
one another and indicated that the subjects addopted different roles through the
composition process.
 WRITE TO READ

“ This approach typically sees writing prior to reading as an

avenue to activating information that is already known to
the pottential reader and to prompting expectation about
possible content of the upcoming text ”
• MC GINLEY ( 1992 ) Discuss in seeing that the process of writing and reading are not
linier.
• HEFFLIN AND HARTMAN ( 2002 ) point out the difficulty of determining precisely
where writing and reading begin and end.
• They contend that a writer reads while writing and a reader thinks like a writer while
reading
MCGINLEY AND TIERNY ( 1989)

Focuses on the connection between reading and writing not so

much from a cognitive relationship as from the two skills being
two different conceptual ‘lenses’ through which critical literacy is
applied
CROWHURST (1991)

• Examined the effect of reading on writing and writing on reading within

the mode of persuasive texts.
• The result shows that both the writing and the reading groups improved
significantly in the quality of their writing and both groups scored
significantly higher on the post test than control group.
 LENSKI AND JOHNS ( 1997)
• They note the process of searching reading and writing must be integrated

• Three basic pattern:

1) Sequential pattern
2) Spiral pattern
3) Recursive pattern
• The results of the study indicated that research pattern were consistent in the way
the subject organized their writing
 READING AND WRITING AND KNOWING

 FITZGERALD AND SHANAN (2000)

• Reiterate that reading and writing rely on analogous mental process
• They note that both reading and writing involve four categories:
1) Metaknowledge
2) Domain knowledge about substance and content
3) Knowledge about universal text attributes
4) Procedural knowledge and skill to negotiate reading and writing
• Each of these categories is involved in learning and knowing through text.
 GREENE ( 1993 )
• Examined how to different writing tasks influenced students thinking in reading and
writing.
• The result from the think aloud protocols indicated that the two groups of subject
differed in the way they interpreted the tasks.
 Second language reading & writing
connections
• ‘In order to give students experiences with reading that demonstrate the
ways in which readers engage, contribute to, and make connections with
texts, writing needs to be fully integrated with reading’ (Zamel, 1992:
463)

• ‘Linking reading and writing activities thematically may lead to be better

performance than when reading and writing tasks are not thematically
related.’ (Esmaeili, 2002)
 Related Research
• ‘Readers who read more also had better composition ability than other
second language readers’ (Elley and Mangubhai ,1983)
• ‘Most pleasure reading in English tended to be more proficient writers’
(Janopaolus, 1986)
• ‘The scores across both passages were higher for the summary group than
for the listing group’ (Oded and Walters, 2002)
Note: in the process of summary, students have read the passages deeper.
• Tsang (1996)
Group 1 (experiment): students read 8 books and completed 8 reviews of books.
Group 2 (experiment): Students wrote 8 essays but were given minimal feedback on
the essays they wrote.
Group 3 (control): Students received additional mathematic enrichment.
Post test: Only the reading group showed significant gains in ratings of essay content,
language use, and overall improvement of writing quality (however, they showed no
gains in organization, vocabulary or mechanics)
Conclusion: The study demonstrates that extensive reading can affect writing quality,
and also indicates that writing alone in second language without feedback is of limited
benefit.
 Instructional bases of reading and writing
• Nelson and Calfee (1998) discuss the 5 movements for connecting between
reading and writing:
1. The reader response movement
2. The process writing movement
3. The Whole Language movement
4. The comprehension-as-construction movement
5. The discourse community movement
1. The Reader response movement: focused on the reader and the reader’s
internal and subjunctive reactions to text. The focus was on student growth,
experience, and self- expression.
2. The process writing movement: focused on the recursive nature rather than the
linier nature of writing.
3. The whole language movement: emphasized the holistic aspect of the language
and language learning
4. The comprehension-as-construction movement: recognition that readers bring
large amounts of information to the text, and does not simply extract meaning.
5. The discourse community movement: Emphasized on the social construction
of meanings, genres, and conventions.
• Content based instruction ( Snow and Brinton, 1997): to teach some content
or information using the language that the students are also learning.

• The adjunct model: the composition courses utilized the reading materials
from the content course and integrated them into the composition course.