RELATIONSHIP OF READING AND WRITING AND ITS IMPLICATION TO INSTRUCTION

5eading and :riting haYe strong connection with each other they form skills among learners 6adiku, $ skill that teachers should help learners to deYelop 'eYeloping students¶ proficiency in reading and writing needs a gradual e[posure in reading (nglish materials and writing tasks to achieYe an effectiYe writing communication skill 7he aim in teaching reading and writing as a discipline is to deYelop student¶s communicatiYe competence in writing 6adiku, :hich corroborate the aim of the 3hilippine .-to curriculum to produced communicatiYely competent )ilipino learners '(p(d, &ommunicatiYely competent not only pertains to speaking but coYers the four macro skills of listening, speaking, reading, and writing $charya,

1ational 5esearch &ouncil defined reading as the ability to decode and understand written te[t Tuickly and accurately while writing is the ability to produce connected te[t to form sentences, paragraphs, and documents either by handwriting or keyboarding that conYey ideas or information 7he ability to read and write is highly prioriti]ed in the 3hilippines, it is through literacy that one is empowered and able to communicate in the community and reali]es his worth, what he can and eYentually make him do things in sustainable deYelopment of his society &ristobal, $ strong statement which emphasi]es the importance of reading and writing for eYery indiYidual, for personal gain, as well as a discipline taught in the school :ithout one¶s ability to read and write a person may not haYe self-confidence to deal with Yarious people especially with professional people /iteracy free us from dependence from receiYed wisdom and giYe us chances to eYaluate the information ourselYes, in other words literacy is the corner stone of our freedom ,ppolito, 6teele, 6amson,

5eading and writing are two different skills that learners need to acTuire /anguage teachers may find difficult to teach reading and writing at the same time, but under the .-to- curriculum 5eading and :riting 6kills is one of the disciplines offered at the *rade leYel wherein students are giYen tons of reading in second language / materials to read in linear way 7raditionally speaking, reading means reading in linear ways using printed copies like books, maga]ines, newspapers and pocketbook %elcher +irYela +oweYer, with the adYent of modern technology teachers needs to consider online reading as well, as the *eneration = or *en = learners prepare reading online than reading using printed materials, so teachers must adapt to these changes to match the digital language of the st century learners whom 3rensky, , 7apscott, 5othman, called as digital natiYes and describe as tech saYYy

2ur students nowadays are made up of *en =¶s wherein they deYote less time to reading and that their interest lies heaYily on the use of modern gadgets, browsing the internet and are into social media most of the time 5othman, 7he challenge now lies on the effectiYeness of the language teachers to form that enthusiasm in reading among *en = learners so as to come up with authentic output among their (nglish subMects %ut how can a language teacher use writing to shape reading among *en = learners"

+irYela pointed out that reading is the passiYe way of decoding meaning and information while writing is the actiYe skill of composing te[t ,n the past reading and writing are two separate subMects taught in the school but with the implementation of the .-to- curriculum they are combined and teach as one discipline 7he concept is that reading shape writing ([posures to te[ts through reading may lead to student understanding about the features and rudiments of writing 2ne of the best ways to improYe writing is to improYe reading and Yice Yersa and in the writing classroom a lesson in writing should be a lesson in reading +irYela,

$ccording to %elcher and +irYela the problem of / learners in writing in the / is not writing problem itself but it can be traced to problem in reading ,f the writing is poor, then the problem lies in ineffectiYe reading 6tudent¶s ability to write is heaYily dependent on their ability to read 8nder the .-to

curriculum students in grade and grade leYel haYe subMects like 3ractical research and 3ractical 5esearch 7he subMect 3ractical 5esearch reTuires students to produce TualitatiYe research in the form of a proposal while 3ractical 5esearch students are e[pected to submit a full-blown thesis '(p(d, %oth subMects reTuire comprehensiYe reading to come up with genuine research output $s %elcher and +irYela pointed out a written output is Yery much dependent on ones reading ability $s per personal interYiew with other students most of the submitted research are copy paste from the internet which subMect teachers handling the disciplines failed to notice

7he literatures show direct implication in the teaching of reading and writing as a discipline 7eachers should be at par according to the standards set forth by the .-to- curriculum $s persons who are responsible in deYeloping the skills and competencies of the students, teachers are e[pected to be at the highest leYel of competencies so that they can giYe the best to their students

$ccording to .aplan and *rabe p as cited in +irYela reading and writing are reciprocal actiYities the outcome of reading actiYity can be the input in writing actiYity $s mentioned by 6totsky p as cited in +irYela better writers tend to be better readers and Yice Yersa %etter writers tend to read more than poor writers, and poor writers are poor readers 7hese strong statements can be imparted among the learners to remind them the relationship between reading and writing and their importance so as to become globally competitiYe indiYiduals +oweYer, teachers deal with diYersity of learners with Yarious leYel of knowledge in reading and writing as such, teachers teaching this discipline should haYe e[pertise on how to effectiYely teach the components of reading and writing which include the spoken language 1ational 5esearch &ouncil, $ny comple[ task needs e[plicit and implicit teaching from an e[pert

(ffectiYe reading and writing teachers should haYe mental map where they want their students to end up with guided instructional practices eYery day, which means each actiYity should be wellplanned, clear obMectiYes with deeper understanding of reading and writing process 1ational 5esearch &ouncil, $s per .-to descriptions, teacher should be mindful and reflectiYe of their instruction and should be able to orchestrate a repertoire of effectiYe and adaptiYe instructional strategies '(p(d,

*iYing of feedback among the learners output is one efficient way of motiYating students to become effectiYe reader and writer as well 5eading and writing teachers should haYe a thorough knowledge of the (nglish language system it¶s oral and written structures as well as all the process inYolYed in acTuiring language abilities 'uke &arlisle,

7he forgoing literatures defined the relationships of reading and writing :hich tells us that one cannot go without the other ,n reading we get information and knowledge :hich we can utili]ed in writing 7he fruit of writing is through reading Must like in writing research one cannot write without reading

-o2o7he author is 7eacher ,,, at 6enior +igh 6chool in 0agalang 6tand $lone ,, 5odolfo 9 )eliciano 0emorial +igh 6chool