Find out more on how reading is closely associated to the development of writing. They influence each other.

1. THE RELATIONSHIP OF
READING & WRITING
DEVELOPMENT
KHAIRUNNADIAH MOHD SAMUDDIN
UMMI NUR ASYIQEEN ZULKEFLY

2. Are they really connected?
(Freedman, & Calf ee, 1984;
Goodman, & Goodman, 1983).
“Reading and writing have been viewed in a
sequential relationship where reading ability
initially precedes writing ability, but then
writing skills later influence reading skills.”

3. Do we read before we write?
WHY?
• Reading to Build Schemata (Prior
knowledge) for Writing
• Reading to Develop Specific Writing Skills
• Reading to Learn Text Structures
• Reading to Reinforce Vocabulary
Development

4. BUILDING SCHEMATA
Reading of constructing
meaning BY CONNECTING:
ACTIVE
PROCESS
OLD
KNOWLEDGE
NEW
INFORMATION

5. • Use the existing knowledge to provide an
outline for learning new information
• Change their schema as they discover new
perspectives in their reading
• The new information is learned best when the
relevant prior knowledge integrates them
ONLY WRITE WHAT YOU
KNOW 
PROFICIENT READERS

6. DEVELOPING SPECIFIC
WRITING SKILLS
GRAMMAR PUNCTUATION
SENTENCE
STRUCTURE
VOCABULARY
CORRECT
SPELLING
FORMATTING
W
R
I
T
I
N
G
S
K
I
L
L
S

7. LEARNING TEXT STRUCTURES
The organization of
information in the written
text
TEXT
STRUCTURE
Chronological/ Order
Compare/ Contrast
Problem/ Solution
Cause/ Effect
Description
Directions

8. • Learners get to experience a variety of text
structures through reading.
• Can anticipate what information will be
revealed in a selection
• Understanding the pattern of the text helps
readers organize ideas for writing their
own texts
TEXT STRUCTURE
WRITER’S TRAIN OF
THOUGHTCLUES
LOGICAL THINKING COMMUNICATION PATTERNS

9. REINFORCING VOCABULARY
DEVELOPMENT
• Lack of vocabularies is one of the
constraints faced by learners in writing the
essay
• Reading exposes learners to many new
words and phrases that they learn to use
in their own writings
• A significant increase on vocabulary with
each reading experience

10. READING as Teaching
Approach for WRITING
Read Like
a Writer
Approach
Text
Analysis
Approach

11. READ LIKE A WRITER
APPROACH
• Designed by Steve Peha (2003)
• Read from the perspective of a writer
• Aim: to develop a sense of how the text works
• Focus: how the writer is saying it
• Looks at the techniques the writer uses to get his or
her message across and how those techniques affect
us as we experience the text

12. WHY?
When one reads like
a writer
• Close attention is paid to the
writer’s techniques and how
those techniques contribute
to the meaning of the piece
and improve its quality
• May even borrow the
techniques one learns for his
or her own writing
Student can
learn and
implement or
apply writers’
techniques into
their own
writing.

13. • Pay attention to 6 elements
Ideas - How does the writer reveal the main idea? What
types of details does the writer use? How does the writer
achieve his or her purpose? How does the writer’s choice
of ideas affect the reader?
Organization - What kinds of leads does the writer use
and how do they pull us in and make us want to read
more? What kinds of endings does the writer use and how
do they work to make the writing feel finished and to give
us something important to think about? How does the
writer handle transitions? What techniques does the writer
use for sequencing? How does the writer control pacing?
HOW?

14.  Voice - How does the writer demonstrate passion for the
topic? How does the writer reveal emotions? How does the
writer put personality into the piece?
 Word choice - What techniques (simile, metaphor, strong
verbs, etc.) does the writer use to make the word choice more
specific, more memorable, and more effective?
 Sentence fluency - What kinds of sentence constructions
does the writer use? How does the writer vary the length and
construction of his or her sentences? How does the writer use
“sound” effects like alliteration, rhyme, and rhythm?
 Conventions - How does the writer use conventions to
make the writing easy to read and more meaningful? Does
the author use conventions in unusual ways that are
successful?

16. TEXT ANALYSIS APPROACH
• The idea behind this approach comes from:
Learning to write requires knowledge on how
different texts are structured and presented.
The aimed type of text will vary in terms of its
characteristics (topic, medium of communication
and mode).
To communicate effectively, writers “frame” all
possible set of expressions with focus on the
central idea or viewpoint.

17. • To build schemata for students
• To help students successfully match reader and writer’s expectation
by comparing characteristics of text types
• Provide students with abundant of practical applications in groups
and individually
4 elements to be analyzed:
• Traits of a text that serve to fulfill a certain purpose
• Aim of text how is being achieved
• Text configuration and its classification
• Methods of transition used
AIM
HOW

18. • Reading and writing mutually reinforce each
other.
• A lot of research articles = correlation between
reading and writing but not much on how we can
exploit this correlation into practice
• Teachers prefer to let writing lesson to be as
homework or self-study but students want some
guidance
• Nutbrown (2006) –
“Learning to write well is complex process that cannot be achieved if the
learner is working without examples, some clear instruction of how and why
language works as it does and opportunities to practice”
What can be concluded?