ALICE OPINIONS 3.1

Alice Benningfield 

1 posts

Re:Module 3 DQ 1

What are the primary differences in the learning process between learning to read English, learning to write grammatically in English, and describing newly learned skills using English writing? Why are these differences significant? How might these differences affect instruction?

The differences primarily arise between learning to read and write because of underlying issues relating to mechanics, text, syntax, as well as the lexical choices when writing as compared to reading English (Ünal, E., & İseri, 2012). In order for the act of writing to be adequately realized, the individual should be improved cognitively, affectively and kinesthetically. When writing learners are typically concerned with setting goals, this is why some learners develop grammar issues, while reading learners focus more on the content and validation of the text a learner aims to develop. Children acquire reading through subconscious process; during this time many of them are not aware of the grammatical rules. Writing in English language on the other hand, is not communicative, it requires direct application of grammar rules (Ünal, E., & İseri, 2012). The process of learning how to write correctly takes conscious effort on the part of the student. Writing must first be filtered from some kind of a system that cane phonemic, representative, or structural. According to Ünal and İseri (2012), when learning to read, not only does the learner need to recognize the meaning of the word orally, but also go through the process of transcribing the sound of any particular word read. These differences are significant because writing and reading are markedly different in terms of strategies, purpose, and activities given for both. In addition, the differences are significant because they determine the performance of a student (Ünal, E., & İseri, 2012). These differences determine the approaches that students use and the behavior they show in writing and reading.

Ünal, E., & İseri, K. (2012). Analysis of the relationship between reading and writing attitudes of teacher candidates and their academic achievements through the structural equation model. Ilkogretim Online, 11(4), 1066-1076.

Lisa Baldwin 

1 posts

Re:Module 3 DQ 1

What are the primary differences in the learning process between learning to read English, learning to write grammatically in English, and describing newly learned skills using English writing? Why are these differences significant? How might these differences affect instruction?

The learning process varies based on the task at hand. There are differences in learning to read, writing grammatically, and describing newly learned skills using English writing. When learning to read, visuospatial memory, complex verbal memory, and short-term memory play a significant role in predicting decoding accuracy (Arina, Gathercole, & Stella, 2015). The correct sequential order of graphemes is significant for quick phonographic mapping in visuospatial memory necessary factor in phonological decoding. The central executive activates a series of processes required in the combination of phonological and visual representations. For spelling and writing in English, it is difficult and challenging for even native speakers (Yeong& Rickard Liow, 2011).  During this process the phonological processing, letter knowledge, phoneme awareness, syllable awareness, and letter-sound knowledge. There is a great need for exposure within the language as well. (Vanderberg & Swanson, 2007). During the formation component of writing, the working memory model of central executive, visuospatial sketchpad, and phonological loop are used (Vanderberg & Swanson, 2007). These differences are significant because in order to successfully master the learning process for each task, activation of the components of each learning process must take place. With the appropriate activation, the full cycle of each process involved in each task should take place. If for some reason the student is struggling in any aspect of the learning process, the ability to complete the task may be nonexistent. If the teacher is not aware of the learning process in each task, some crucial aspects may be omitted and the student receives gaps in learning.

References

Arina, S., Gathercole, S., & Stella, G. (2015). The role of the working memory in the early phases of learning to read. BPA - Applied Psychology Bulletin (Bollettino Di Psicologia Applicata), (273), 31-52. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=111941615&site=eds-live&scope=site

Vanderberg, R., & Swanson, H. L. (2007). Which components of working memory are important in the writing process? Reading and Writing, 20(7), 721-752. doi:10.1007/s11145-006-9046-6

Yeong, S. H. M., & Rickard Liow, S. J. (2011). Cognitive–linguistic foundations of early spelling development in bilinguals. Journal of Educational Psychology, 103(2), 470-488. doi:10.1037/a0022437