INTERACTION BETWEEN LEARNING TO READ AND LEARN TO WRITE IN ELEMENTARY STUDENTS
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Abstract
To determine how reading and writing in Vietnamese interact at the primary stage, a longitudinal study of 269 primary students (Grade 2 to 5) was carried out. Collected data include students’ assessment results on oral reading, silent reading, and writing skills in Vietnamese subjects by each school year. The correlation and cross-lagged correlation analysis between these skills confirmed the interaction between reading and writing skills at grade levels. Oral reading skill has positively contributed to writing skill in Grades 2 and 3. Writing skill has positively contributed to silent reading skills in Grade 3 to 5. It can be claimed that at the beginning of literacy acquisition, reading skills (oral reading) have an impact on writing, but when writing skill is mastered, this skill affects reading skills (silent reading). The role of writing in reading is also proposed in the discussion.
Keywords
elementary students, literacy acquisition, learning to read, learning to write
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References
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