Need Reading and Writing Reading Writing Requires
Dr. Stephen D. Krashen reach a doctorate in the field of linguistics in 1972 at the University of California Los Angeles (UCLA), the book with a title, “Is There literacy crisis?” Dilontarkannya this question in the middle of the United States that advanced.
“The literacy crisis in 1987 the first time I heard` from the `Oprah Winfrey Show,” tulisnya. “The Oprah Winfrey guest is four times the adult illiteracy` `. They, as stated, truly can not be read-write. The story touched them, and now the story is familiar in the middle of the community. They told how they` pass the `first time in school, stand in the way of considering carefully what the friends in their class. They can design a strategy for daily living, for example, if they were to restaurants with friends, they are waiting to see other people order, then they order the same food.
“The story above and then didramatisasi by the mass media … However, there was a problem. Indeed, almost all people in the United States can be read-write. However, they do not read and write relatively well. Although the literacy rate has increased seabad last, the ability to increase the demand came more quickly. Many people who clearly does not quite able to read-write to address the charges in line with the development of kemelekhurufan a complex modern society. “
Free Reading and deliberately (MBS)
After the book that reveal the results of research on reading and writing like that, and Dr. Krashen spoke matter how the problem or the charges. Next commentary Dr. Krashen further:
“According to the sparing me, it’s a crisis read-write capability is located on the conduct of activities, activities that are rarely performed in the life of many people, that is read. Specifically, I suggest reading the book in a certain type – Read the Free and deliberately (abbreviated MBS Voluntary or free reading [FVR]). MBS means that you run the event because you really want it. “
“For school age children, MBS does not mean there is a report about the making of the book read, there is no question at the end of the chapter, and does not need to find the correct meaning for each of the vocabulary found. MBS means remove the books you like and do not choose the other useful and preferred instead. This type of reading is done in obsesif by those who are literate in the United States. “
“I will not say as MBS exit completely. Readers-free entry can not be guaranteed Harvard. The presented research is that if children or adults who are not very adept start reading for pleasure, then good things will happen. understanding of the reading will be improved, and they will more easily understand the difficult academic text. Style akan their improved, and they will be able to write better prose style that is received in schools, businesses, and the scientific community. Vocabulary akan increase in their speed better than if they undergo a course of increasing vocabulary often sold by the advertisers. The spelling and grammar and they will become better. “
“In other words, readers have the opportunity-free. And research also shows that their habits do not bring a fun read, it is likely not have the opportunity to live better – they will face difficult times in the read-write at the level of of high demand in the world now. ” “The book The Power of Reading, a research study of the MBS, how the implementation of MBS, and things related to reading, writing, and kemelekan letter. Peluang offered by MBS to the private and the public is really extraordinary. The purpose of this book is to show what readers are offered MBS. “
After decipher the basic idea selintas, Dr. Krashen and show evidence bermanfaatnya read in conjunction with the writing and the things that mengelilinginya. Below are the pieces Dr idea. Krashen materials that are tailored to the book that you are facing this. Please heed the relaks and take the “meanings” that suddenly mencuat the results of research Dr. Krashen.
Should be added here that shows in the results of this research, Dr. Krashen also cite various research that supports the research. Later you will see some of the name in brackets followed by a number years. That shows the people who examine the field and when research results are published. Presented here is not the complete identity for the sake of brevity and practicality for serving.
Why are readers who still have both lack slit? What are the obstacles in the mastery of writing? One explanation is that not all of which must be printed, meaning, reading can be considered successful if the reader can understand the reading. And to achieve this, the reader does not need to use fully all written on paper.
According to a research (Goodman, 1982; Smith, 1988), fluent readers to create a hypothetical text that they will read based on what they have read, their knowledge in the field, and their akan language – and use only the aspects of the printed they need to emphasize that their hypothetical. For example, most readers can infer what that last word will be used by a sentence. Readers who do not need to pay attention to both the full and careful with the word “this” at the end of the sentence to understand it, they only need to glance to make sure that the word is listed there.
Thus, skilled readers do not notice the detail on each page, and they may fail to see the difference, or whether particular words ending “-lah” or “-i”. This small slit, in my view, need not be read to run the event smoothly and efficiently that.
About Writing
Discussion about the correspondence should get a more knowledgeable than I give here. However, my goal is not to provide exhaustive survey of what is known about writing and how to develop writing ability. My goal is to convey two important points below:
1. Style is not obtained from any posts to write, but from reading.
2. Writing can help us solve the problem and make us more intelligent.
Style of writing Being from Reading
Research clearly shows that we learn to write through reading. To more precisely, we obtain any posts style, language-specific writing, with reading. We already see a lot of evidence to affirm this: The children who participate in the program-free, with better writing (eg, Elley and Mangubhai, 1983; McNeil in Fader, 1976) and those who reported that the more they read the good writings (for example, Kimberling et al., 1988, as reported in Krashen 1978, 1984; Applebee, 1978; Alexander, 1986; Salyer, 1987; Janopoulus, 1986; and Palhinda Kaplan, 1981; Applebee et al., 1990).
There are other reasons to predict that the style of writing comes from reading. “The argument complexity” also applies to writing: All ways in which language is written, “official” language that is different from the more informal too complex to be learned one by one. In fact, even though readers recognize words that both, the researchers did not succeed in explaining more about what persisnya the words that make “good” is good. Therefore, reasonable to say the style of writing is not learned consciously, but generally absorbed, or is aware, through reading.
Hunting (1967) relate to a research thesis (not published) which indicates that the quantity of any posts not related to the quality of writing. Many studies show that increasing the quantity of any posts not affect the quality of writing. Nah, any posts about the style comes from reading not from writing, in line with a note on language mastery: mastery of feedback obtained through the (input), not the output (output), from the understanding, not results. Thus, if you write one page a day, style of any posts you will not be increased. However, the other can be generated either from the writings you, as we will see in the following discussion.
What is Hot
Although the writing does not help us develop a style of writing, writing has other advantages. As cited Smith (1988), we write at least for two reasons. First, and most significantly, we write to communicate with other people. But perhaps more important, we write for ourselves, to further clarify and stimulate our minds. Most of us any posts, even though we are writers who published his work, is to ourselves.
As disclosed elbow (1973), difficult to control more than one idea in mind at once. When we write down our ideas, things vague and abstract become clear and concrete. When all thoughts spill on paper, we can look at the relationship between them, and can create a better idea. Writing, in other words, we can make more intelligent.
Writing can help us to think comprehensively and solve the problem. Readers are always writing the diary or journal to know more about this – you face a problem, you write it, and at least 10 percent of the problem raib. Sometimes, the whole problem of the missing.
Possible, experimental evidence shows that terjelas help thinking that writing is a series of studies conducted by Langer and Applebee (1987). Students are required high school reading and social assessment study with the information in writing analytical essays about the questions related to the assigned topic, or by using other techniques to study (for example, make notes, answer questions about the understanding, write summaries, learning techniques “normal “without writing).
Then the students are given multiple tests on reading materials. Langer and Applebee reported that “in general, any written responses to the better performance compared to reading without writing.” In the third study, they write essays that show not long survive to make the information (in the brain) if the reading material provided easy, but if they read the material difficult, the author of essays provides a far better than students who learn to use other techniques. Similar results about the effectiveness of the essay was reported by Newell (1984), Marshall (1987), and Newell and Winograd (1989).
Sometimes, writing is only a few can make a big difference. In a study conducted Ganguli (1989), indicated that students taking the mathematics of three minutes per period to spell out in writing the important concepts presented in class, is superior in the end semester examination than a comparison group. For additional reviews of the research that supports the hypothetical writing that “you can make more intelligent”, see the Applebee (1984) and Krashen (1990).
Finally, my conclusions are simple. When children read for pleasure, when they are “tied to the book,” they have, accidentally and without any business conducted with a conscious, almost all of the so-called “skill kebahasaan” which is considered by many people: They will be the readers reliable, get a lot of vocabulary, develop the ability to understand and use the order of the compound, to develop a good writing style, and became a great speller (albeit not perfect). Although the reading is free and deliberately itself will not ensure didapatkannya proficiency in the highest levels, at least, it guarantees an acceptable level. Without it, I guess children do not expect.
When we read, we truly have no choice we must be literate. We seldom find people who read well face serious problems associated with grammar, spelling, and others. They write good enough because they can not menahannya; they have the style of the text without realizing obtained, as well as rules kepenulisan.
People who read well, write well also because they are not aware that the writing style to get better. However, I propose not kebahasaan program that consists of only free to read. I also agree with the value assigned by teachers and recommended by teachers, library staff, and parents. Read the assigned reading as well as free and conscious will help each other: through literature, students will be grown and will be exposed to intellectual diversity of the book, which can be stimulated to read more freely.
MBS is not a substitute for kebahasaan program. MBS complete language arts class. Problems in our education kebahasaan, expressed as Frank Smith, is that we confound causes and consequences. We think we first learn the “skills” to speak and then apply these skills in reading and writing. But not the way the human brain work. Is more appropriate: reading for understanding or pemaknaan, reading about things that are important to us, is triggered the development of fluency.
