Reading and Writing Processes in Language Acquisition
TOPIC 8: Written Language: The Reading and Writing Process
Comprehension Techniques: From Global to Specific Understanding of Texts. Writing: From Comprehension to Production.
1. Introduction
2. Written Language Skills
a. Distinctive Features of Written Language
b. Literacy
3. Reading Comprehension: From Global to Specific Understanding
a. Reading Approaches
b. Reading Stages
c. Reading Techniques
d. Activities and Materials
4. Writing: From Comprehension to Production
a. Writing Sub-Skills
b. Writing Stages
c. Writing Techniques
d. Writing Activities and Materials
5. Conclusion
6. Bibliography
- Introduction
Throughout the years, the approach to language and communication has undergone various changes in terms of its concept and how it should be acquired and taught to students. The most recent model is based on the Communicative Approach, whose main aim is to develop students’ communicative competence. In this way, they should learn not just about a language but how to use it, developing the four main skills: Listening, Speaking, Reading, and Writing, in that order.
This idea aligns with the Organic Law known as LOE 2/2006, 3rd May, modified by LOMLOE 3/2020, 29th of December, which states that “students should be competent in at least two or more languages.”
The National Educational Curriculum, as outlined in RD 157/2022, 1st of March, and further specified in the Madrid Autonomous Community through D61/2022, 13th July, establishes four content blocks that guide students towards achieving communicative ability.
This topic will discuss the main features of reading and writing skills, emphasizing the different stages essential for progressive development, along with relevant techniques, activities, and materials. It is assumed that listening and speaking skills have been previously addressed in the classroom, adhering to the natural language learning process.
After exploring these two skills, a brief conclusion and a bibliography of the resources used will be provided.
2. Written Language Skills
Language and communication encompass four main skills, which can be grouped as follows:
- Based on the medium: Listening and Speaking are aural, while Reading and Writing are visual.
- Based on the activity: Speaking and Writing are productive skills, while Reading and Listening are receptive skills.
Having outlined this classification, we will now delve into the general characteristics of the visual skills discussed in this topic.
2.1 Distinctive Features of Written Language
The concept of literacy has evolved over time. In the past, reading and writing skills were primarily taught to demonstrate knowledge and accuracy in literature. However, the emphasis has shifted towards listening and speaking skills, aligning with the natural learning progression of humans. Certain features distinguish spoken language from written language, which will be explored below.
Unlike spoken language, writing and reading are static and permanent, with the potential to reach a wider audience. As they do not occur in a face-to-face setting, pressure and misunderstandings are often reduced. However, aspects like punctuation, coherence, and cohesion are crucial for clear communication.
2.2 Literacy
Before delving into specific details about the skills in this topic, it’s important to highlight the term “Literacy” as coined by Butler and Turbin. Literacy emphasizes the interconnectedness of reading and writing skills in achieving effective communication.
Having briefly described both skills, we will now transition to the second part of the topic, which elaborates on specific details that educators should consider.
3. Reading Comprehension: From Global to Specific Understanding
Following the natural order of instruction, reading precedes writing. Therefore, we will begin by explaining this skill and highlighting its key features.
3.1 Reading Approaches
Depending on the instructional approach, reading can be categorized as either intensive or extensive:
In intensive reading, children progress from smaller units to larger ones, gradually developing their reading skills.
Conversely, extensive reading involves moving from larger units to smaller ones. While both approaches are valid, classroom learning situations often favor the extensive approach. This can pose challenges for learners, as working with larger units can be overwhelming. However, by carefully introducing the necessary stages, the learning process becomes smoother, allowing students to develop their reading skills progressively. We will now discuss the three main stages.
3.2 Reading Stages
As previously mentioned, implementing a structured approach to introducing reading activities can significantly enhance the learning process. Authors like Albuquerque distinguish three primary stages:
- Pre-reading stage: This stage typically involves introducing the topic and presenting simple keywords to pique students’ interest in the upcoming reading material.
- While-reading stage: Reading exercises are introduced gradually, including gap-filling activities, matching headings with paragraphs, and short texts that require students to identify key ideas.
- Post-reading stage: Students should have grasped the main ideas to complete tasks. For instance, they might complete a dish template based on food orders from a conversation in the practice stage. This information would be extracted from simplified and adapted dialogues.
Having outlined the three stages, we will now explore the main techniques employed in reading.
3.3 Reading Techniques
The following reading techniques are crucial for comprehensive skill development:
- Anticipation: Readers should anticipate the content they are about to engage with. This can be achieved through skimming, a technique that involves quickly glancing over the text to get a general idea.
- Scanning: This technique involves searching for specific information within the text to complete tasks.
- Pattern Recognition: Recognizing patterns in language helps students develop their writing skills by drawing on previously encountered structures and patterns.
- Inferring Meaning: Inferring an opinion encourages students to interpret the text critically and form their own perspectives.
After discussing reading techniques, we will move on to the final aspect of reading skills, where we will describe potential materials and activities.
3.4 Activities and Materials
To summarize reading skills, it’s essential to mention some activities suitable for English language classrooms. The choice of resources and their presentation should align with the students’ proficiency level. This approach, known as Universal Design for Language (UDL), allows teachers to provide diverse learning tools and monitor students’ progress effectively.
Reading activities can involve adapted magazines, articles, interviews, stories, or even instructions for tasks like household chores or recipes.
Having explored the key features of reading skills, we will now transition to writing skills, addressing similar aspects.
4. Writing: From Comprehension to Production
Following the natural progression of language acquisition, written language, specifically writing, should be the last skill addressed in the classroom. Students are initially exposed to oral language more frequently, and once they have a good grasp of it, reading and writing skills are given more attention.
4.1 Writing Sub-Skills
Proficiency in the following sub-skills is crucial for effective writing:
- Grammatical Skill: Students should have a firm understanding of previously learned grammar structures.
- Rhetorical Skill: Familiarity with stylistic figures and social conventions is essential.
- Stylistic Skill: Mastery of the appropriate style or register for a specific context is crucial.
- Organizational Skill: Writing cohesive and coherent texts is vital.
- Punctuation Skill: Proper use of punctuation and adherence to spelling rules are essential.
4.2 Writing Stages
Similar to reading skills, learning situations that focus on writing should be divided into distinct stages.
- Pre-writing stage: This stage aims to boost students’ confidence in applying prior knowledge to a specific context. Providing templates or specific patterns to follow can be beneficial for accurate written language production.
- While-writing stage: This stage typically involves guidance on specific aspects and may include examples to practice what will be done in the post-writing stage.
- Post-writing stage: This stage usually involves freer production, allowing students to apply their learned skills more independently.
4.3 Writing Techniques
To produce free composition texts effectively, students need various techniques to guide their skill development. The complexity of the techniques should align with their current proficiency level.
Useful tools include sentence builders, which provide a framework for creating sentences with a specific structure (noun, verb, complement), and paragraph organizers, which help students structure their writing logically. Other techniques, such as using visual aids like Canva or Genially, can make the writing process more engaging and accessible.
4.4 Writing Activities and Materials
As mentioned earlier, materials like sentence builders can significantly enhance students’ writing skills by providing a model for constructing complete sentences. Tools like Canva or Genially allow for visually appealing activities where students can write within a pre-designed framework. Traditional activities like crosswords, gap-filling exercises, and sentence ordering can also be incorporated.
Having discussed the characteristics of both reading and writing skills, we will conclude this topic with a brief summary and a bibliography.
- Conclusion
The Educational Curriculum, as outlined in RD 157/2022, 1st May, and D61/2022, 13th of July, emphasizes the importance of developing communicative competence. To achieve this, students need exposure to listening, speaking, reading, and writing activities, enabling them to reach the desired exit profile upon completing primary school.
The previous LOE 2/2006, 3rd of May, presented a different approach to developing these skills. However, with the modifications introduced by LOMLOE 3/2020, 29th December, new approaches and techniques, as discussed in this topic, are being implemented in English language classrooms.
In conclusion, it is crucial to follow the different stages of language acquisition to facilitate students’ mastery of reading and writing skills. Additionally, incorporating these skills into activities can foster the development of other competencies outlined in the curriculum, such as linguistic competence, multilingual competence, personal competence, civic competence, learning to learn competence, digital competence, and cultural competence.
- Bibliography
- BREWSTER, J., ELLIS, G., & GIRARD, D. (2002). The Primary English Teacher’s Guide. Penguin.
- HARMER, J. (1983). The Practice of English Language Teaching. Longman.
- HADLEY, A. O. (2001). Teaching Language in Context. Heinle & Heinle.