EED 10903

TEACHING OF READING AND WRITING

SKILLS SESSION: FEBRUARY 2024

ASSIGNMENT

LECTURER: MS.

FARZAANA

DATE OF SUBMISSION: WEEK 5

REPORT PRESENTATION
NAME ID. NO PHOTO SIGNATURE
MARKS MARKS

1. ANGEL TANG JIIN 012023021188

2. NOORDANIA AISYAH 012023020448

BINTI MOHD SHAHRIZAM

3. NUR HANI BINTI SHAHRIN 012023020620

4. NUR NADHIRAH BINTI 012023020602

MOHD ZAINI
MATHAVAN
5. SAFIAH SYAZANA 012023020066
BINTI SYARIZAL
 ASSIGNMENT DECLARATION
(Be sure to keep a copy of all work submitted)

To be completed by student – Please Print Clearly

Name Matric Number
1.

2.

3.

4.

5.

6.

Lecturer’s Name: Tutorial group / Tutor (if applicable):

FARZAANA ABDUL N/A
KADIR
Course Code and Name: Submission Week &
EED 10903 TEACHING READING AND Date: Week : 5
WRITING SKILLS Date : 19TH March 2024
Project No. / Title Extension & Late
Proposal: Assignment Submission: Disallowed

Project Type: % of Project Mark: Returning Date:

Group 30% N/A

Penalties:
1. 10% of the original mark will be deducted for every one week after the submission date.
2. No work will be accepted after two weeks of the deadline.

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completion of the project, plagiarism and cheating. We confirm that this of work is our own. We consent to
appropriate storage of our work for checking to ensure that there is no plagiarism/academic cheating.

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 TABLE OF CONTENT

 Introduction

 Relationship between reading and writing

 How to motivate learners to read and write

 2 sample activities ideas

 Conclusion

 References

 Infographic poster

 Rubrics
 INTRODUCTION

Reading and writing skills are the ability to understand and interpret written language, while
writing skills are the ability to communicate through written language. It is crucial that all
learners are able to achieve these skills as it is not only leading to academic success but self
development. Therefore, learners should be aware of the relationship between reading and
writing where educators conduct related activities as well as motivating learners to read and
write in a positive environment. By the end of the report, learners will be able to highlight the
importance of reading and writing skills while educators can empower students to become
highly proficient readers and prepared to thrive in the world of 21st century.
RELATIONSHIP BETWEEN READING AND WRITING

The correlation between reading and writing has been acknowledged and thoroughly
examined in the field of education for a long time. Academics reading and writing are closely
connected activities, where reading requires creating meaning actively like writing and
writing depends on the cultural and historical knowledge stored in our minds. This study
seeks to explore the relationship between reading comprehension, writing skills, and
motivation in students within the setting of a primary school. This study aims to uncover
practical strategies for assisting struggling readers and promoting literacy development
through examining the relationship between reading and writing.

Next, the other journal that we have found is "Connection reading and writing: a case
study" explores the complex connection between reading and writing, emphasising their
mutually beneficial relationship. The idea that writing is dependent on cultural and historical
knowledge gained from reading implies that our comprehension of language and
communication is greatly shaped by the texts. Reading exposes us to various stories and
cultural settings that influence how we see the world and comprehend language rules and
writing techniques. Therefore, when we participate in writing tasks, we utilise this store of
cultural and historical information to create our own stories, convey our opinions and
concepts, and interact efficiently with others. Essentially, by synthesising and reflecting our
understanding of the world as influenced by our reading experiences, writing enriches the
depth of our written expression.

In addition, the journal of “The Relationship between Reading Comprehension and Writing
Skills of Fourth Grade Students and Their Motivation to Read and Write” explores the
essential in helping students improve their literacy skills through reading and writing.
However, if students have intrinsic motivation, they are more inclined to participate actively
in reading and writing activities, put in effort to enhance their skills, and continue despite
obstacles. This internal drive comes from a true interest, excitement, or wish to discover
different concepts, express creativity, or delve into subjects one is interested in through
reading and writing. Moreover, students who have a natural drive to read and write typically
show increased understanding and skill in these areas. They are also more inclined to
cultivate a lasting passion for reading and writing, resulting in ongoing self-initiated
education and development. Hence, developing internal drive among students is crucial for
fostering a positive outlook on literacy and encouraging lifelong learning behaviours.
 Subsequently, according to the journals that i have read and analyse, all the results revealed
that reading and writing are hypothesized to co-develop and live in a symbiotic environment
because they influence each other to develop. If reading and writing share language and
cognitive resources to a large extent, then, development of those skills would influence both
reading and writing.
Second, the functional and experiential aspect of reading and writing facilitates co-
development (Fitzgerald & Shanahan, 2000). The majority of reading and writing tasks occur
together. For example, writing in response to written source materials; note taking after
reading. This functional aspect would facilitate and reinforce learning key knowledge and
meta-awareness about print and text attributes like text structures in the context of reading
and writing.

Furthermore, in another journal we found, they believe that the vast majority of previous
studies on reading-writing relations have been cross-sectional investigations, and they have
reported somewhat mixed findings. Some reported a unidirectional relation of reading to
writing (Kim, 2011; Kim et al., 2015a); some reported a direction from writing to reading.
Moreover, they think that the relation between written composition and reading that
composed of word reading and reading comprehension, the direction was from writing to
reading, but not the other way around. They also wrote that in terms of reading-writing
relations, they hypothesized a stronger relation between word reading and spelling than that
for reading comprehension and written composition. In the journal, they also made an
experiment, and they concluded that children in grades 3 to 6 did not vary in linear growth
rate in reading comprehension and quadratic function in reading comprehension and written
composition.

As a conclusion, i found that the society place different values on the attainment of
reading andwriting (Kaestle, 1985), and if reading is more valued than writing, then there
would be an absence and lack of writing instruction. This can result from pedagogical,
cognitive, and developmental theories that cast reading and writing as mutually irrelevant.
Thus, its very important to know about the relationship between reading and writing.
 HOW TO MOTIVATE LEARNERS TO READ AND WRITE

Reading and writing plays a crucial role for learners in the education field. Fundamental
abilities like reading and writing skills are important to be mastered by learners as it's not
only contributing to academic success but it is essential for professional and personal growth
at the same time. However, educators are facing the problems of encouraging students to do
more reading and writing. Therefore, strategies to motivate learners to read and write will be
discussed to build an environment of passion for reading and writing for students.

First of all, assigned learners by working in cooperative groups sparked critical thinking and
conversation in the writing process and competition as well as being introduced as a
motivating factor for them to write. Besides, students need to be given engaging and valuable
tasks that encourage them to put every skill they’ve learned into practice if they are to feel
motivated to write and develop the abilities to communicate that are crucial for their
academic wise as well as daily life. For example, educators need to focus on the craft of
writing including mechanics, punctuation, word choice and fluency skills as the components
that aided student’s writing abilities. In addition, picture books are also one of the ways to
motivate and encourage student’s writing.

Secondly, according to the research of Susan Bobbitt Nolen from University of Washington,
educators find it helpful to motivate learners to write by introducing them to journals.
Learners kept journals and wrote in them daily on a variety of topics. For instance, educators
created a “second” journal for learners purposes’ alone to be used as another kind of
expression. Moreover, the positioning of writing as a tool for expression and communication
was accomplished through a variety of writing tasks and frequent sharing of work with
others. It is true that learners that write about their own lives and personal experience or
about interesting activities in the classroom and share it to the audience by reading it out loud
tend to work by giving motivation to them.

Furthermore, motivating learners to read is also one of the concerns that are faced by fellow
educators. After analysing the journal articles that are being researched by Adeline Cooner
from Maynooth University, reading is important but students these days don’t find the joy in
reading anymore any longer. Hence, a few strategies to make students interested in reading
include that lecturers should model how to integrate reading and writing and how to paraphrase
in classes by providing students with lots of opportunities to practise students' skills. By
making these moves those who don't have the confidence to read will have the courage and
will gain their interest in reading. As the student gains their confidence in reading it will also
make them more interested in reading.

Additionally, for example, viewing the guided reading video clips and observing how a
variety of strategies are employed at various stages of the reading process by both the teacher
and student could also increase student’s motivation because they would feel guided without
being judged by others. Emphasis also has to be placed on motivating learners and providing
them with proper guidance and opportunity to enhance their learning capacity through
reading. To ensure that reading remains a vital part of our lives, it is imperative to promote
literacy initiatives, provide access to books and educational resources, and foster a culture
that values and celebrates the written word.

As a conclusion, the solutions to reaping the benefits of reading and writing lie in our collective
commitment to fostering a culture of lifelong study and literacy. Let us embrace the
transformative power of reading and writing and continue to cherish it as an indispensable tool
for personal growth, enlightenment, and societal advancement. Altogether, the importance of
reading and writing cannot be overstated as it serves as a cornerstone of education, personal
development, and societal progress.
 2 SAMPLE QUESTIONS

Based on the article research reading and writing are inseparably connected. That is
because the actions of reading and writing are inextricably linked. They might be viewed as
opposites of each other, although they read and apply those results to help them create stories
of their own. Reading and writing may assist students enhance their vocab. Students can learn
about pronunciations and grammatical elements, these two skills reinforce one another. These
are the smallest unit of sound, while grapheme are the smallest unit of language in writing.
The connection between reading and writing is the basis of the improvement of literacy,
setting up a foundation for lifelong learning and intellectual development. Educators must
provide engaging and useful tasks that not only cultivate these core abilities but also develop
an affection of literacy.

The first activity that can be conduct is where teacher asks the student to choose a book
that caught their eye and attention to read. Then based on the book that they had choose they
have to read and understand the content of the story. After finishing reading the book, they
have to review and summarize the plot and discuss their favorite chapter and share their
overall thoughts of the book. Subsequently, after reading books by a particular author, student
was asked to write a letter to the author of the book and write about their thoughts and
questions about the book that they have read.

The second activity that can be conduct for primary school student is called opinion
writing. Students have to practice opinion writing by comparing a book to its movie
adaptation or writing a letter expressing their opinion on a particular topic. This activity can
develop their writing and reading skills in order to comprehend the subject. Furthermore, by
writing letters expressing their opinions on certain topic, students learn to convey their ideas
logically and effectively, so can develop excellent interpersonal abilities. These exercises
help students to think critically, express themselves confidently, and participate in serious
discussions about literary and current events.

In conclusion, reading and writing is relatable to each other and by doing this activity can
improve the literacy skills towards the students. On the other hand this exercise also help with
better pronunciation comprehension, grammar abilities and vocabulary acquisition.

Based on the sample activity provided which is book reviews and opinion writing , its allow
students to actively engage with literature, strengthening their reading comprehension and
writing abilities. Teachers promote critical thinking, effective communication, and an ongoing
enthusiasm for reading and writing by allowing learners to express their thoughts as well as
their views in writing.
 CONCLUSION

After completing our assessment as a group, we have gained valuable insights into the intricate
relationship between reading comprehension, writing skills, and motivation to read and write.
Through collaborative analysis and discussion, we have deepened our understanding of how
these elements interact to shape students' literacy development. Our collective exploration has
highlighted the importance of fostering intrinsic motivation as a driving force behind student
engagement and proficiency in literacy activities. Furthermore, we have learned the
significance of integrating reading and writing instruction in a holistic approach to literacy
education. As a group, we have realised the importance of creating supportive learning
environments that nurture students' enthusiasm for reading and writing, ultimately empowering
them to become lifelong learners and proficient communicators. Through this collaborative
assignment, we have not only enhanced our knowledge of literacy instruction but also
strengthened our teamwork and communication skills.
REFERENCES

1. Kim, Y.-S. G., Petscher, Y., Wanzek, J., & Al Otaiba, S. (2018). Relations between
reading and writing: a longitudinal examination from grades 3 to 6. Reading and
Writing, 31(7), 1591–1618. https://doi.org/10.1007/s11145-018-9855-4

2. (PDF) Reading and Writing Relationships and their Development (researchgate.net)

3. https://www.researchgate.net/publication/277880865_Connecting_Reading_and_Writ
ing_A_Case_Study

4. Daly, L., & Sharko, S. (2010). MOTIVATING STUDENTS TO WRITE THROUGH

THE USE OF CHILDREN’S LITERATURE.
https://files.eric.ed.gov/fulltext/ED509396.pdf

5. Nolen, S. B. (2007b). Young Children’s Motivation to read and write: Development in

social contexts. Cognition and Instruction, 25(2–3), 219–270.
https://doi.org/10.1080/07370000701301174

6. (PDF) Reading and Writing Skills: The Challenges of Teaching at College Level.
(n.d.). ResearchGate.
https://www.researchgate.net/publication/338421070_Reading_and_Writing_Skills_T
he_Challenges_of_Teaching_at_College_Level

7. Cooney, A., Darcy, E., & Casey, D. (2018). Integrating reading and writing: supporting
students’ writing from source. Journal of University Teaching and Learning Practice,
15(5), 17–35. https://doi.org/10.53761/1.15.5.3
INFOGRAPHIC POSTER
 SCHOOL OF EDUCATION & SOCIAL SCIENCES
EED10903 Teaching Reading and Writing Skills

SCORE/ WEIGHTAGE: 100/ 20%

Report Rubric (20%)

NEEDS NO
EXCELLENT GOOD AVERAGE
CRITERIA IMPROVEMENT EVIDENCE SCORE %
(4) (3) (2)
(1) (0)
There is a well-focused No introduction
Introduction clearly states Introduction is somewhat Introduction does not
INTRODUCTION statement that introduces
the main topic but elements clear but elements address the topic and
(5%) the topic and clearly X 1.25
discussed are inadequate. discussed are inadequate. the elements discussed.
addresses all elements
discussed.
Student provides good
Student presents a
overview of the topic with Student has some view of Student does not No content
comprehensive view of
good reason, evidences and the topic, but not well present a evidences
the topic, excellent
portrays critical thinking supported or argued for. comprehensive view of found.
justification, evidences
skills. the topic, and does not
Content and portrays critical
Some of the citations present a clear
(40%) thinking skills. X 10
Student justified the choice are from unreliable discussion
well. A few reliable sources.
Many reliable sources are
sources are used to support. Citations are not from
used to support. (A
(A minimum of 5 citations reliable sources.
minimum of 10 citations are
are
provided) provided).
Meets format Fails to follow format Not applicable
Meets format requirements,
Meets all format requirements, less and requirements,
attention to details, margin,
requirements, attention to attention to details, incorrect margin,
ORGANISATION spacing and indentation.
details, margin, spacing and margin, spacing and spacing and indentation. X 2.5
(10%) Essay is structured and neat.
indentation. Essay is indentation. Essay is Structure
(1-2 errors)
structured and neat. structured and neat. (3- 4 and neatness of essay
errors) needs attention.
Written work has several Written work has
Written work has no Written work is relatively
errors in word selection serious and persistent
errors in word selection free of errors in word
MECHANICS and use, sentence errors in word selection
and use, sentence selection and use, sentence
(10%) structure, spelling, and use, sentence Not applicable X 2.5
structure, spelling, structure, spelling,
punctuation, and structure, spelling,
punctuation, and punctuation, and
capitalization. (3-4 punctuation,
capitalization. capitalization. (1-2 errors) errors) and capitalization.
 SCHOOL OF EDUCATION & SOCIAL SCIENCES
EED10903 Teaching Reading and Writing Skills
SCORE/ WEIGHTAGE: 100/ 20%
(more than 4 errors)

The conclusion is strong

The conclusion is logical The conclusion is The conclusion is
and logical as well as
CONCLUSION and adequately logical but does not illogical and does not No conclusion X 2.5
provides clear summary of
(10%) summarizes the topic. summarize the topic. summarize the topic.
the topic.
Design of mind map / Design of mind map / Design of mind map / Design of mind map / No infographic
infographic poster is infographic poster is infographic poster is infographic poster is included
INFOGRAPHIC creative and organised. creative and organised. acceptable and random and
(25%) disorganised. No flow
Clear flow and direction Has flow and some somewhat organised.
and no direction of X 6.25
of information. direction of Has flow but vague information. Difficult to
information. direction of understand.
information.

TOTAL /100

COMMENTS/ REMARKS