The primary question: Should reading and writing skills be taught together in the curriculum?
The primary question for the analysis is the query of whether it is justified to include both reading and writing skills in the teaching curriculum to benefit the students. The background for the justification is that they are both constructive process and they should thus be taught together (Pilonieta, Shue, and Kissel). Reading and writing and interchangeable competences and should be taught together in educational institution especially considering the paucity of literature on the subject.
The leading secondary question: Which skill has a greater effect on the other when taught together?
The leading secondary question that often accompanies this subject is whether one will have a greater effect on the other even when they are taught together. Research has demonstrated that the outcome is that the effects are greater when they are taught together than when each is selected in isolation and taught separately. Nevertheless, further analysis has shown that writing often leads to an improved reading achievement. Still, the process of reading also has its positive outcome as it translated to better writing performance (Richtel). It thus follows that the association is mutually relational and one cannot be identified singly in the relationship.
Another primary question: Are the approaches used for reading and writing relational?
The other primary question that scholars are likely to highlight is similar and whether the approaches used will be relational. It is worth noting that the process of reading and writing are used together and are similar in many possible ways (Steven Smith and Gianfranco Conti 340). It is plausible to assume this fact because in the contemporary setting, the reading and writing is often done together. For example, in an examination setting, the student often reads the question and responds to it in writing and it is also likely that they might reread portions of the question while responding in writing (Connelly, Johnston, and Thompson 423).
Motivation for choosing the topic
The motivation to choose the topic was guided by the fact that despite being almost similar experiences, some students have been having difficulties in one skills while they have an easy going with another. It infers that it is likely that the curriculum or the tutor is to blame for the outcome hence the need to formulate principles that will ensure that both competencies are taught together. It is thus relevant to me because it will introduce new insights into cognition and the working of the brain when it is trained to comprehend two similar skills as unit. It is also relevant in because there is still a debate on whether each should be taught separately especially in situations where the teacher is also familiar with one skills and not experienced in the other. The perspective that will be taken when arguing the topic is thus intended to inform educational stakeholders to align the curriculum to suit student needs concurrently.
Challenges anticipated in carrying out the research
Nevertheless, there are challenges anticipated in carrying out the research with the primary setback being the lack of information. While it is a subject that is covered in almost every learning institution, it is apprehended that not many scholars have done intensive research into the possibility of integrating both reading and writing as a unit raining course (Grabe and Zhang 9). The effect means that a majority of the material will be based on speculation and hearsay. Furthermore, while crafting the argument to the professor who is the audience, it is expected that challenges pertaining to the description of concepts will be inevitable because reading and writing are often interchangeable (Koenig and Others 101).
Works Cited
Connelly, Vincent, Rhona Johnston, and G Brian Thompson. “The Effect of Phonics Instruction on the Reading Comprehension of Beginning Readers.” Reading and Writing: An Interdisciplinary 14.1967 (2001): 423–457. Web.
Grabe, William, and Cui Zhang. “Reading and Writing Together: A Critical Component of English for Academic Purposes Teaching and Learning.” TESOL Journal 4.1 (2013): 9–24. Web.
Koenig, A J, and And Others. “Can Reading and Writing Braille Be Taught Effectively on an Itinerant Basis?” Journal of Visual Impairment & Blindness 89.2 (1995): 101–106. Web.
Pilonieta, Paola, Pamela L. Shue, and Brian T. Kissel. “Reading Books, Writing Books: Reading and Writing Come Together in a Dual Language Classroom.” YC Young Children 69.3 (2014): 14–21. Print.
Richtel, Matt. “Reading, Writing, Arithmetic, and Lately, Coding.” The New York Times 2014. Web.
Steven Smith and Gianfranco Conti. “The Language Teacher Toolkit.” The Language Teacher Toolkit. N.p., 2016. 340 pages. Web.
