Reading-to-Write: Perspectives and Connections in the First and Second Language Literacy Skills

Abstract

Readers construct meaning through an ongoing dialogue within themselves; furthermore, in the same way, writers compose something to represent their meaning. Essentially, reading and writing have similar processes of meaning construction and the act of composing. Then, how about their perspectives and connections in the first and second language literacy skills? This literature study answers that question which requires reading and writing relationships in terms of the cognitive mechanisms, the characteristics, the approaches, and the aspects. On the first language literacy skills of reading-to-write, the perspectives of reading expert researchers are wide. Readers try to make meaning by integrating content from source text with previously acquired knowledge: from both reading to understand and reading-to-write; readers evolve their strategies in comprehending a significant factor by identifying elements in a text; writers read consciously to gain discourse knowledge that can be applied while writing; readers involve inferring a structure as well as examining possible options and choices; readers including writers utilize particular strategies in appropriate contexts given; and last but not least is summarizing begins with encoding what may be a recounting of the comprehended passage (a reading activity) which is then edited through selection & condensation (a writing activity). Whilst second language readers or writers deal with both language and academy expectations regarding how writers work with and incorporate information from the texts they read.