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.