Article 20th (Writing Strategies For Fostering Reading Comprehension)

Every writing instructional method should include a focus directly on what will make the text comprehensible for the reader. Considering focusing on reader's comprehension as a primary goal, writing processes like planning, translating,  reviewing and monitoring will address the question: what text characteristics will help the readers' understanding process?  In classroom settings there is on overemphasis in learning towrite, rather than writing to learn or writing for  reader's comprehension. In order to write for reader's comprehension in mind, we have to take evidence of processes included in reading comprehension. Metacognition is the process of reflecting, monitoring and controlling one’s knowledge and thoughts. Metacognitive strategies in reading like forming and testing hypotheses about texts or identifying and summarizing main ideas has crucial effect on text comprehension. There are four strategic in writing program. Although as a part of the writing program the four writing strategies were selected with the primary goal of stimulating reader's metacognitive strategies, the goal of writing for reader's comprehension wasn't explicitly mentioned in the development program. However, findings suggest that when designing more complex development program should be elaborated where reading and writing strategies are instructed as different manifestation of the same cognitive processes - coding and decoding information with symbols - with deliberate focus on reader's comprehension processes. Results indicate that metacognitive strategies in writing for more comprehendible texts can be trained in elementary grades.

Annisa Masnasuri Kesai

16611069

Article