Exploring the nexus of Literacy: Integrating Writing and Reading in Language Classroom
Submitted by:
Javiera Figueroa
Abstract:
Literacy fosters a close relationship between reading and writing since they are interactive and mutually supportive processes (Graham, 2020). Language is closely linked to learning (Grove et al., 2019), insofar as reading and writing are epistemic tools (Navarro et al., 2020). However, evidence shows that, often, classroom practices do not articulate these skills or foster complex skills that promote the construction of knowledge. The objective of this study is to explore how teaching practices in the language classroom are linked to student outcomes in reading, writing and academic language. The sample consists of three teachers and their 7th grade students (N=180) in Santiago, Chile. Each student answered: a) a reading comprehension test; b) the Spanish Core Academic Language test; c) two writing tasks with two different purposes: to inform about the uses and benefits of tablets and to argue about the use of tablets for school learning. To analyze the quality of the texts, a 4-dimensional rubric was used (purpose, development of ideas, organization and conventions) that two correctors applied with 20% double coding. All the instruments were previously validated. In addition, 8 language class sessions were recorded to analyze teaching practices by means of a thematic analysis with qualitative analysis software. This analysis contemplated the teaching strategies deployed by teachers to integrate reading and writing skills. The results show that reproductive teaching practices persist, but also suggest opportunities to articulate reading and writing in the classroom. On the other hand, variability is observed in students' performance in reading and academic language; while in writing, the weakest dimension is the development of ideas. The implications of this study provide concrete guidelines to improve the quality of literacy teaching in order to improve student performance in reading, writing and academic language. Additionally, these results suggest instructional guidelines on how to work in an integrated manner on the receptive and productive skills of literacy.
References
Graham, S. (2020). The sciences of reading and writing must become more fully integrated. Reading Research Quarterly, 55(1), 35–44. https://doi.org/10.1002/rrq.332
Grøver, V., Uccelli, P., Rowe, M. L., & Lieven, E. (2019). Learning through language. En V. Grøver, P. Uccelli, M. Rowe & E. Lieven (Eds.), Learning through language. Towards an educationally informed theory of language learning, (pp. 1–16). Cambridge University Press. https://doi.org/10.1017/9781316718537.010
Navarro, F., Ávila Reyes, N., & Cárdenas, M. (2020). Lectura y escritura epistémicas: movilizando aprendizajes disciplinares en textos escolares. Revista Electrónica de Investigación Educativa, 22(1), 1. https://doi.org/10.24320/redie.2020.22.e15.2493