The topic, reading and writing, was inspired by the need to draw our attention to the fact that reading and writing go together. They are both components of language arts: talking, listening, reading and writing. But in actual fact, even though much has been written about reading in comparison to writing, in many classrooms little has been put into practice and worse still is the case of written language. The point is that teaching English language is not the same as teaching reading. In learning how to write, the young child is setting out to master a range of skills which are not easy to acquire. The child must first learn to control a pencil. Secondly, he must learn to form the actual shapes and patterns of the written language. Thirdly, he must assemble them into certain recognisable word units. At this stage, the task has just begun. Fraser (1969:1233) described the learning that lies ahead, It is when children have to pass from the imitative to the creative aspect of writing that the real troubles begin. Here they are being faced with a task that demands an integration of much more complex skills. They have not only to think out clearly what they intend to write and this is difficult enough for many of them but, in addition, to organise these thoughts on paper, to manipulate language in what is a comparatively unfamiliar form, and the crucial test ~ to do this in such a way as to make themselves understood by the reader.  

R A. Chijioke


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