The role of writing in developmental reading

Abstract

Many composition teachers have long sensed that the development of writing skills enhances the development of reading skills. There is even some research evidence supporting this hypothesis. On the other hand, few reading teachers seem to have appreciated the possibilities inherent in using writing activities fordeveloping reading skills. Clearly, reading is inherent in most writing. All writing is a putting down on paper of one's own thoughts or the thoughts of others; by its very nature, writing should entail reading. Many kinds of writing require conscious attention to different aspects of the written language of others; this may not only enhance students' skills with the elements of written expression but also improve their understanding of written language in general. There are many types of writing based on literature. In these, the major stimulus for writing is not the student's own experiences or feelings but the written language of others, regardless of the mode or format of presentation. Thoughtful or critical responses to literature or informational reading material in the form of essays, research reports, etc. have long been used in teaching composition. However, other less frequently used writing activities may be grouped in this category: dictation, the reproduction exercise, paraphrase writing, precis writing, sentence combining, and sentence pattern exercises. This article discusses the nature and values