The reading-writing connection. (c2007)

Abstract

The exigencies of writing at the secondary school level need immediate action plans to be treated before students end the secondary cycle to tum to college. The direct method that could be applied simultaneously with the existing curriculum is to have a reading-writing connection in the activities students apply in the language classes. The literature on the relatedness between reading and writing skills enforces this conjecture and highlights the direct effect of reading-writing connection on students' growth in language. This study on a sample of secondary school students has supported the direct influence of reading on writing as well as on students' skills acquisition. However, the conditions that need consideration are that students have the proper strategy training, are motivated through challenging activities, receive the personalized constructive feedback that tends to their needs, and be subjected to authentic material in authentic situations where the audience to students' writing varies as well.