The knowledge of reading and writing is referred to as literacy which implies that an individual is conversant with the theories of initial reading and writing. In this case, reading is mostly taught through comprehension while writing is taught through composition writing. From a broad perspective, literacy scrutinizes the use of reading and writing practices in society. It should be noted that learning how to read and write involves acquiring the required alphabetical principles. When learning about literacy studies, learners should be conversant with the fact that; words are made of a fixed set of sounds which implies that a letter matches some set of sounds (Williams, 2004).
Based on teaching about reading, tutors should allow the learners to have autonomous access to words they are conversant with, but which they have never come across before in a print form. Additionally, the capability of being familiar with whole words and examining words phonetically is significant in the development of confident reading. It is important to know that, teaching English as a second language in schools requires letting students have confidence in the language. In this relation, children who are taught a second language while they are still young; come to understand it more than those adults who learn it when old (Urquhart & Weir, 1999).
It can be revealed that reading and writing are two separate but interdependent aspects where one cannot do without the other. In this case, contrary to what has been written in the journal about Protestants and the Lutheran bible; one can’t read when he/she can not write. This is because reading involves pronouncing words which one is capable of writing or has a hint in their spelling (Williams, 2004).
Importantly, teaching vocabulary has helped students in learning how to read because they increase reading achievements. In this relation, earlier studies have shown the significance of vocabularies in reading. In addition, studies have indicated that children through socialization and learning are taught how to read and write. When learning how to read and write, graphic representations and individual comprehension are very vital. According to studies, languages have contributed unconnectedly to the building of meanings through reading (Urquhart & Weir, 1999).
It should be noted that the capability of reading a second language depends on the degree of reading of the first language. In this relation, teaching how to read is very vital because the more the students are good at reading, the more they understand words used in a conversation. Additionally, fluent reading enhances the degree of writing since if one can read a word; it is with no doubt that he/she is in a position to write it. Further, reading ability indicates the literacy level of an individual where those who are poor at reading are considered to be less literate as compared to fluent readers. In this case, one may ask questions like; does reading capacity increases vocabulary comprehension? Does reading capability enhance writing among learners of a second language (Williams, 2004)?
To wind up, reading knowledge is very crucial to learners since it helps them understand more about a second language. On this basis, learners when reading comes across different vocabularies which when trying to look for their meanings; increase their literacy level. It should be noted that reading capability determines writing capability since you cannot write what you cannot read. In this connection, tutors in schools should teach their students how to read and pronounce words correctly.
Williams, E. (2004). Literacy studies. Oxford: Blackwell Publishers.
Urquhart, A. & Weir, C. (1999). Reading in a Second Language: Process, Product and Practice, 1st edition. New York: Pearson ESL Publishers.