Reading comprehension among young students appear to be the subject that particularly receives the least attention from students. Not all students are accustomed to reading on their own rather than they are actually more interested in listening to others read to them.
It has been noted through the historical accounts of teaching that children are less likely more inspired in reading their own books than they are when they simply need to listen to their educators read to them the lessons that they are supposed to learn in school. Nonetheless, reading is still an important part of young learning that requires ample attention from the instructors of the students enrolled under the curriculum of kindergarten education. The mind develops fast especially between the ages of three towards nine. These crucial stage of learning actually makes it easier for youngsters to grasp lessons that are presented to them in a much more easier process.
This is especially in terms of which actually interests them as young learners. Reading is one particular subject though that is mostly considered less intersting in this stage of human understanding. The pressure that the mixture of phonetics and understanding the context of the reading material implies makes it harder for the young learners to get grasp of the lessons. Most of it appears like as if everything is a pressure on their part.
This is especially true when dealing with children who are having difficulty in reading. This are usually noted as special cases whereas there are some stages when the young learners are already expected to grasp and rather apply the lessons that they are learning regarding reading comprehension, still some specific individual learners find it hard to do so. Although some people notes the situation as a common problem that need not be worried upon, the case is rather serious. As per noted through studies implying the learning process of children and its development, reading is a main factor that contributes to one’s capability of being able to write, to understand and to speak fluently not only as a student but as a developing individual.
These factors of learning could be noted to have an instilled reaction from the psychological as well as with the mental and learning development of a certain child. The Interconnection of Learning between StudentsTo understand the implied reaction between the said subjects of learning, the following brief discussion shall show how reading explores the capability of one to write and also commit lesser mistakes in terms of recognizing grammatical errors in the language that they particularly use. This is in terms of the teaching procedures by which the educators aim to imply the said lessons among their students. From the lowest level of grade towards the prestigious masteral and PhD degrees offered in schools, writing and grammar enhancement never cease to affect the curriculum.
Why is this process of teaching repeatedly implicated among students? This is primarily because of the fact that writing is one of the most important and the most widely used skill in any type of profession in the business and industrial sectors of the business world, people who are aiming to become professionals in the future, therefore taking part in the different positions of the said economic industries indeed need to learn the basics towards the complicated notes of becoming a fine writer. Not that writing would be a career for them; however, it would always be a part of their communicative connections with their colleagues if whatever field they might be joined with later on. One of the primary lessons regarding this matter though is the writing process. According to Stone, “process writing is learning how to write by writing” (1995, 232).
Certainly, this means that a student or a particular individual is able to learn the basic principles of writing if he is given a briefing on the procedures of correct writing practice. The said procedures include five main activities that must be considered when one is trying to create a certain written work. The said procedures include prewriting – this stage involves the preplanned writing topic of the writer. In this stage the writer aims to prepare himself in the work that he is about to write.
He scribbles down the ideas in a certain note trying to collect the data that are needed to support the topics that he aims to propose. Drafting – this stage is the process by which the ideas are written in a away that the writer aims to simply present the ideas that he has with regards the topic he aims to write about. This is just the outcome of the prewritten work, which means it still needs to be revised to be able to meet the needs of actually getting the standard result for the final outcome of the written work. Revising- this is when the writer tries to see the basic errors on the prepared draft and then further assess the work on what ideas need to be rejected and which ones are still needed to be added so as to be able to enhance the impact of the discussion of the topic being presented.
The final revisions are applied in editing the work. The final furnishing of the written job makes it easier for the readers to understand the final output since it would become more focused and certain about the ideas that it tries to imply to the audience of this particular reading material being produced. The final output is ready for public reading. After the clarification done on the writing through the first four stages, the reading material that has been produced is now ready for sending the message to the public readers.
These five stages of writing is what the process writing lessons are all about. Schools intend to help the students master these particular stages of writing to help them enhance their capabilities in sending their ideas ort messages to others through written pieces of work. Meanwhile, grammatical learning lessons are also imbedded within the procedures of implying the lessons of process writing within students. However, it is first essential to know what teaching grammar in context means.
According to Constance Weaver’s book entitled Teaching Grammar in Context, this particular aspect of education helps the students used their language in a correct manner of putting phrases and thoughts together to create a single message that sends a rightful idea to the readers or the listeners of the message. This I the primary reason why teaching grammar is encourages to be within the context of teaching speech and writing practices to the students. This is to primarily allow the students to use in actual practice what they are learning regarding grammar through writing and speaking as well.Knowing the basic ideas regarding the facts about what process writing and teaching grammar in context means, elaborating the ideas that pertain to this particular discussion indeed helps in enriching the discussion presented herein.
Through the utilization of the ideas of other writers in this particular matter, proving the fact that teaching grammar in context within the curriculum of teaching the processes of writing is a more effective approach in t4eaching language to students of all ages.As mentioned earlier, the book entitled “Teaching grammar in context” as authored by Constance Weaver discusses the most basic ideas that pertain to the fact that the effects of teaching grammar and process writing in an integrated manner gives better results among students, especially in the manner that they try to apply their learned strategies of writing in an effective manner that they are able to send the ample and actual message that they want to sent to their readers.
In this particular reading material, Weaver points out several important points of consideration that would indeed help in the process of integrating grammar lessons within the procedures of teaching writing skills to students. The said points are as follows: teaching concepts of subject, verb, clause, sentence, and related editing conceptsWhen teaching the basic skills that are needed to be considered in writing, the lessons on verbs as well as subjects and other parts of speech would indeed help in the procedures of helping the student understand the importance of using the right words and right phrases to be able to send the actual message needed to be conveyed to the readers.
Teaching punctuation and mechanics for convention, clarity, and style- the impact of learning how to clarify the messages through the effective use of punctuations and clarifying styles of writing shall indeed help writers in being able to understand the importance of sending clarified ideas through the enhancement of the usage of correct punctuations within sentences to denote impact and feelings of the writers towards the topic.These particular points shall indeed create the possibility of making writers or even students understand the importance of using the correct words, punctuations, sentence styles within the context of several written works to be able to convey the right message to the readers. Other works that can help in this particular discussion is that of Gardner and Johnson’s Stages of the Writing Process which particularly discusses the different stages of writing and how they are more effectively imparted among learning writers through the effective integration of teaching grammar as an addition within the curriculum offered. According to the said authors: Writing is a fluid process created by writers as they work.
Accomplished writers move back and forth between the stages of the process, both consciously and unconsciously. Young writers, however, benefit from the structure and security of following the writing process in their writing.”(Gardner & Johnson, 1997, 41)Certainly, the impact brought about by the ability of teaching the students writing procedures through the basic rules of grammatical evidences of effect on the conveyance of the message towards the readers brings about great results to the outcome of the written works of writers. How strong is that impact? To be able to prove this the following discussion shall entertain this particular idea.
According to the study of the group of Lisa Sugrue, the teaching of grammar and writing procedures could never be separated. The conclusions of their study pertain to the fact that the importance of putting both lessons together makes a strong impact on the possibility of creating quality writers. More likely, the transfer of grammatical practice towards authentic writing has been proven effective for sending sensible messages to readers of the final outcome of the work. The said study researches even found out a certain fact that should indeed help in the process of integrating grammar lessons within the context of teaching writing procedures among students.
As per mentioned in the study:“Brain research shows us how to make grammar lessons stick. First, the introduction must be novel, something that will impress itself on malleable brains. Change location. Use different materials.
In addition, it should be fun because when a lesson involves the emotions, it engages the mind. Finally, and most importantly, it should be something that shows meaning rather than merely form. In short, the students should be able to apply it directly to their writing and see improvement (Nunan, 2005).” (As quoted by Sugrue, 2005, 2)Certainly, from this claim, it could be noted that the implication of grammatical lessons within the context of learning writing procedures empowers the idea of effectively helping the learners identify the importance of the usage of the correct grammar styles within the ideas presented within the written works certainly affects the process by which readers understand or decode the message of the written ideas.
For educators of the present generation, it is very important to understand how this particular procedure of teaching should affect the process by which they are implying the lessons of grammar and writing within their students. There are at least seven ways of implying the lessons on the students with regards grammar and writing as per suggested in the study performed by the group of Sugrue:1. Engage students in writing, writing, and more writing.-This involves assisting the students through continuous practice of writing, editing and revising their own written works.
Through their own observation upon their own works, they are able to see the mistakes that they usually make and thus are able to make amends with regards the said mistakes in writing through the implications of the lessons that they learn from grammar curriculums.2. Immerse students in good literature, including literature that is particularly interesting or challenging syntactically.-Reading practices also help in this primary learning procedure.
Of course, through the written works of others, there are those grammatical styles that could be carefully learned by writing beginners. Through the examples of other’s writings; they could be able to identify the correct and effective ways of writing their own ideas.3. Teach relevant aspects of grammar within the context of students’ writing.
