Reading-writing relationship in the first language: Three hypotheses.

Purpose: To state how reading and writing in the mother tongue relate to each other according to three different hypotheses.
Thesis: Reading becomes a meaningful source of input for the development of writing skills (Pintos, 2008).
Audience: First and second language teachers and students interested in comprehending the manner in which reading and writing complement each other.

I. First-language theories hypothesis for reading-writing relationship (Pintos, 2008).
A. “The directional hypothesis” (Pintos, 2008, p. 32)
1. Notion of input
2. Directional transference
B. “The non-directional hypothesis” (Pintos, 2008, p. 32)
1. Core cognitive processes
2. Either direction transference
C. “The bidirectional hypothesis” (Pintos, 2008, p. 32)
1. Interrelated processes (Pintos, 2008)
a. Literacy skills development
b. Quantitative changes



Reference
Pintos, V. (2008). Unit 1: Building up a community of teachers and prospective researchers. Buenos Aires, Argentina: Universidad CAECE. Retrieved August 14th 2009, from http://caece.campusuniversidad.com.ar/mod/resource/view.php?id=2730