For us to comprehend what we read, we

should relate it from have

what we in our brain. For us to gain those prior
knowledge we have, we
should practice a lot of reading. In reading we can
learn many things.
We can also gather knowledge not just through
books but also through our
different experiences in the environment. From
those experiences, we can
relate in what we write as well as what we read.
When we read or when
we write about something, we use our critical
thinking skills to evaluate
and comment on the certain thing that we do
either reading or writing.
To read and to write, we must perform all levels of
thinking, especially,
the higher-order thinking skills of analyzing,
interpreting, selecting,
organizing, evaluating, and creating ideas and
opinions.
What is Higher-Order Thinking Skills or HOTS?

HOTs moves away from general knowledge type skills to

thinking skills like: synthesizing, analyzing, reasoning,
comprehending, application, evaluation. Rather than emphasize the
drill and repetition activities, the focus is on problem solving and
higher level/order thinking skills. Although many learning disabled
children are taught more drill and repetition, there is research that is
not in favor of the drill/repetition approach and is in favor of using
HOTs. LD children are often weak in memory and will therefore
benefit from learning HOTs and developing the higher level thinking
skills that teaches them how to be problem solvers. HOTs is
 For us to perform the two skills – reading and
writing, we

must take a step-by-step

process.

1. Pre-reading or pre-
writing stage
This stage is also called as the Ideation
or Invention stage. It is the
stage wherein we generate, seek and develop
ideas about the certain topic. It is in
the stage where you think a lot about your
purpose in the reading and writing
as well as the kind of readers to
understand your written work.
Techniques on pre-
writing stage:
• using free mental associations that might
eventually lead to written notes or outlines.
or
outline
• creating a personal inventory of interests
and fascinations, likes and
disli
kes.
creating a uniform set of questions to be
answered about a topic (e.g. the
“five Ws and an H” model: Who? What? When?
Where? Why? How?)
writing a preliminary outline — formal or
informal — about the
the intended topic
and subtopics.
creating a graphic
organization of ideas
2. During reading or
Writing stage
During this stage, we carry out all the
levels of thinking that varies
from the highest to the lowest level. The key to an
excellent reading comprehension
and brilliant writing output is to have and
perform the highest thinking skill . As
what it is said earlier, reading and writing are
connected with each other. If we
executed a good reading skill, then a good writing
output can be a result and vice
ver
sa.
3. Post-Reading or Post-
Writing Stage
This last stage requires a lot or critical,
deep and appreciative
thinking. In this stage, you broaden your
understanding by making such things
like summary, graphic organizers or better yet
you can summarize or paraphrase
the material. This is done for us to test how deep
we understand the material that is
being read. Conversely, a well-written composition
facilitates an easy, quick and
reading
comprehensio
 Both reading and writing enriches our minds and
ideas on the

different things that are within our environment. These

things that we
have learned can be shared and related through reading
and writing. They
also share them with other people. I can relate the thing
that my Dad
always tells us; that frequent reading can give us
knowledge that we can
share with others. For person who have many experiences
in life can also
share many things on other people. We can also say that if
you are a good

writer, you are also a good reader and vise versa.

Therefore, we can say that
both reading and writing can enhance and
strengthen each other.

Janina Marie M.
Sarmiento
1H- Pharmacy
University of Santo
 Expression to indicate the strong relationship between reading and
writing.

One can’t be done without the other.

(Smith and Dahl,1984)
functional activities that can be combined
to accomplish external goals.
Examples of reading-writing connection:

-explorations of the impact of note taking on comprehension (Slotte

& Lanka, 1999)
-how students synthesize texts when writing reports (Lenski, 1998)
-how reading is used in writing revision ( Beal, 1996)
As a reader, we require writers whose works can help us
in increasing and
expanding our intelligence and knowledge on the world and
on various writing
skills. Experts says that these two communication skills
involve parallel and com-

plementary processes. Both of them have need of doing

repetitive reading, having
an inquisitive mind and
adaptive skills.