Dear Diary...I like to read and write

In last week’s blog, I discussed the Nine Principles of Balanced Literacy Instruction (Tompkins, 2017) that teachers could follow to become effective teachers. Being an effective teacher is an indispensable skill to have in teaching students today. For this week’s topic, I focus on reading and writing. In Gail E. Tompkins Literacy in the 21st Century, Tompkins alluded to Spivey, who stated “Reading and writing are reciprocal: they are both constructive, meaning-making processes. Researchers have found that reading leads to better writing, and writing has the same effect on reading” (Spivey, 1997). Therefore, reading and writing are a picture-perfect match that can be done in any order and still provide critical thinking work. Digging deeper into the text, Tompkins elucidates how, “effective teachers demonstrate their responsibility and commitment to ensuring that their students are successful when they organize instruction using the reading and writing processes” (Tompkins, 2017). She reveals how there are reading processes- pre-reading, reading, responding, exploring, and applying. In addition, writing processes- prewriting, drafting, revising, editing, and publishing. These processes are what allow students to prepare and thrive in their reading and writing skills. It can all be done when effectively taught to do so by a teacher. 

Tompkins brings out exceptional points in her chapter, but major struggles teachers face today is that not many students enjoy reading or writing outside of the classroom. Students have expressed how they only focus on reading and writing at school; however, I do not agree. We live in a world that is recently caught up and integrated with technology. Therefore, students are engulfed in reading and writing all the time. Students send text messages, which involve them typing and reading words, they read comic books, some have journals or diaries, they chat with others online, verbally communicate with others and complete homework assignments. Although they may not be reading or writing in academic language, they are still part of a world that requires them to read and write in some form. Tompkins states how “there are digital reading strategies. That digital texts are different than books (Castek, Bevans-Mangelson, & Goldstone). Print materials are linear and sequential, but online texts are a unique genre with these characteristics” (Tompkins, 2017). As educators, we can make sure students are actively involved in their reading and writing by finding material students can relate to and enjoy, especially digital material that is easily accessible on their devices. Some students may enjoy reading those classic books and writing activities, but that does not connect with everyone. By providing students with the opportunity to connect what they like in their daily reading and writing material, they can become effective reading and writing students. 

Another way to get students to be competent students in reading and writing is to include mini-lessons in the daily curriculum. Per Tompkins, “Students need explicit instruction on strategies because they do not acquire the knowledge through reading and writing (Dowhower, 1999: Pressley, 2000). Teachers usually provide strategy instruction during mini-lessons where they explain the topic, provide examples, have students participate in guided practice activities, and then apply what they are learning in authentic reading and writing activities” (Tompkins, 2017). Mini-lesson time is the perfect time for teachers to get their class together and discuss the assigned material. It also allows students to share with their teacher and their classmates’ material they appreciate and could connect with the lesson. All students can learn, but if not given the proper guidance and materials, they may struggle. That is why teachers need to use mini-lesson time to make sure students understand the content, especially comprehension and understanding the text. Once students grasp that skill, they will be able to use those decoding skills in any text they read or write about. Once students feel comfortable in what they are learning and fully understand it, they shall be able to adapt that in their daily reading and writing, especially when in the academic setting. 

To conclude, Tompkins quotes Rosenblatt, “the reading process: it is quite common for two students to read the same book and come away with different interpretations because meaning does not exist on the pages of a book; instead, comprehension is created through the interaction between readers and the texts they are reading. This individualized view of readers’ interpretations reflects Rosenblatt’s transactional theory” (2004) (Tompkins, 2017). Consequently, all students can learn the proper skills to read and write in an academic setting. To fully understand the concepts, they must be properly taught. Once students can do so, they can start using and seeing that skill in everyday tasks they do. Not only will be feel more comfortable with material that is assigned to them, but also for material they love doing on their own. Reading and writing skills are something all of us will continue to use for the rest of our lives. 

Thank you for reading. Tune in next week for Blog #3!