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1) The document discusses priorities for early childhood literacy programs, suggesting that reading should take priority over writing as it is a more natural process that follows speaking. 2) It notes that knowledge and memorizing letters and words is best learned through the reading process, and understanding what is read is crucial for acquiring knowledge. 3) Once reading is learned correctly, writing is enhanced and learning to write properly follows more easily, with reading providing clear directions for conveying ideas through writing.
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- 1. Translation to send to SlideShare WRITING AS LEARNING AFTER READING Vinicius de Almeida Considering intensive programs to be promoted with the purpose of improving school performance in early childhood in relation to Reading and Writing, a question may be raised with regard to the subject and a suggestion of giving priority to Reading as a process of learning, more natural than Writing, in this and other age groups. Called attention to the fact that knowledge and memorizing the symbols involved in letters and words are learned during the stage of Reading, too quickly; called attention to this process which follows the natural process of Speaking, the Reading, should have basic priority so far as, understanding what you read, is crucial and necessary for acquiring knowledge. Writing and learning to write properly once we've learned to read and reading correctly, enhance faster learning of correct writing and give clear directions if you try to convey through writing. It should be added that dyslexia affects at least 10% of children who start in literacy and thus intensify improvements in reading requires further efforts to its development. PERCEPTION / DIRECTIONS / SPEAK / KNOWLEDGE / READING At first all humans in their normal development, have the PERCEPTION of sounds and their senses and emotions react to sound due to noise, human voices, musical instrument tones, harmonious and not harmonious, sounds. Who does not shudder, with the trawl winches produced by chalk on old blackboard on the wall of the classroom? The grumblings of babies, little by little, to modify, to the extent that their muscles, vocal cords and airings develop, to becoming, in mimicry of words and movements, around them, repetitions of articulated sounds, gestures pleadings, agreements and disagreements to their wishes, the first signs of SOCIAL RELATIONS that accompany lifelong. Brain development begins to articulate all these manifestations in learning and retention of memories in a repository KNOWLEDGE that will allow the improvement of mechanisms of expressing own wills and demonstrations and, based on these advances, moving with more ease gains in more KNOWLEDGE. KNOWLEDGE, at a given moment puts you in touch with the learning and READING, unfortunately. In School, today, this learning merges with WRITING duties. The natural way, step by step, teaches us that the next step should be occupied by exclusive READING learning and that concern about the spelling of words (SEMIOTICS symbols) in WRITING should be a step forward and not concurrent with the READING. It is necessary to make way for the human brain, as logical it is, assimilate and improve READING as a natural process accustomed to its development. The bias of the learning WRITING, simultaneous to the READING, lock this possibility of a natural development toward improvement of READING. It is quite easy to understand that SPEAKING and READING are easy in sequence as way of brain development, as shown by the children, from the television age and in use of audiovisual tracks processes. If we allow the natural development of READING increasing, there will be a fairly quick progress in the assimilation of the symbols of WRITING by logical brains of children / adults that greatly will facilitate the rapid advance of WRITING at next stage, but somewhat later, to READING development.