Reading and Writing Process Comparison “Reading and writing are reciprocal; they’re both constructive, meaning making processes” (Tompkins, 2014). Students’ use strategy and skill in reading and writing. Learners use quick automatic behaviors, known as skills to recognize that quotation marks mean a dialog in the story. Strategy is the thought process that student use while they read or write. For example, students may connect what they are reading to their real life. Readers and writers participate in many of the same activities such as establishing purposes, ascertaining importance, observing, repairing, assessing, and activating background knowledge. It is believed that using these two processes in conjunction will create a more skilled
…show more content…
The goal is comprehension, understanding the text and being able to use it for the intended purposes” (Tompkins, 2014). Readers use phonemic awareness, phonics, word, identification, fluency, vocabulary, and comprehension to help them comprehend the context of what they are reading. Reading is broken down into five stages, which are prereading, reading, responding, exploring and applying. As student progress through these five stages they acquire new knowledge or use prior knowledge to grasp what they are reading (Tompkins, 2014). Another fact, “The writing process is a series of five stages that describe what students do think and do as they write; the stages are prewriting, drafting, revising, editing, and publishing” (Tompkins, 2014). Writing is a creative thinking procedure which people use to communicate their thoughts. Writing is not a linear activity, because each phase can be visited many times before the pupils’ paper is ready to be …show more content…
Readers and writers alike use their knowledge about the topic, genre, and cueing systems to comprehend their respective processes in stage one. The only difference is how they use these processes, whether they are a reader or a writer. However, being either a reader or a writer does not change the knowledge needed to complete this stage. In stage two, both readers and writers expand on ideas and monitor each process; however, readers use word- identification and use comprehension strategies, while writers use writing and meaning making strategies in the next step of their corresponding processes. Pupils use the exact same strategies in stage three, theses steps include responding to text, deepen meaning, clarify misunderstandings, and expand on their ideas. The first three stages are very much alike in how readers and writers approach their respective activity (Tompkins, 2014). Students use completely different strategies in stage four of their respective processes. Readers examine words and literary language, explore structural elements and compare the text to others, while writers identify and correct mechanical errors and review paragraph and sentence structure. Although students are examining the structure of the item, they are doing so in different ways. Lastly, stage five the processes are almost identical. Students in stage five reflect on the topic, feel a sense
The goal is comprehension, understanding the text and being able to use it for the intended purposes” (Tompkins, 2014). Readers use phonemic awareness, phonics, word, identification, fluency, vocabulary, and comprehension to help them comprehend the context of what they are reading. Reading is broken down into five stages, which are prereading, reading, responding, exploring and applying. As student progress through these five stages they acquire new knowledge or use prior knowledge to grasp what they are reading (Tompkins, 2014). Another fact, “The writing process is a series of five stages that describe what students do think and do as they write; the stages are prewriting, drafting, revising, editing, and publishing” (Tompkins, 2014). Writing is a creative thinking procedure which people use to communicate their thoughts. Writing is not a linear activity, because each phase can be visited many times before the pupils’ paper is ready to be …show more content…
Readers and writers alike use their knowledge about the topic, genre, and cueing systems to comprehend their respective processes in stage one. The only difference is how they use these processes, whether they are a reader or a writer. However, being either a reader or a writer does not change the knowledge needed to complete this stage. In stage two, both readers and writers expand on ideas and monitor each process; however, readers use word- identification and use comprehension strategies, while writers use writing and meaning making strategies in the next step of their corresponding processes. Pupils use the exact same strategies in stage three, theses steps include responding to text, deepen meaning, clarify misunderstandings, and expand on their ideas. The first three stages are very much alike in how readers and writers approach their respective activity (Tompkins, 2014). Students use completely different strategies in stage four of their respective processes. Readers examine words and literary language, explore structural elements and compare the text to others, while writers identify and correct mechanical errors and review paragraph and sentence structure. Although students are examining the structure of the item, they are doing so in different ways. Lastly, stage five the processes are almost identical. Students in stage five reflect on the topic, feel a sense