EED22403 Lecture 2: Contemporary Viewpoints of Reading and Writing Skills

Vocabulary flashcards covering major theoretical perspectives, key terms, writing process stages, and research evidence from Lecture 2 on Contemporary Viewpoints of Reading and Writing Skills.

Interactive Model of Reading

A reading model that combines bottom-up decoding with top-down use of prior knowledge and schema, allowing the reader to construct meaning from both directions at once (Rumelhart, 1977).

Metacognitive Awareness

The practice of strategic readers monitoring their own understanding by identifying reading purpose, checking comprehension, and adjusting reading strategies as they go.

Core Reading Strategies

Teachable cognitive techniques used by active readers, specifically predicting, monitoring, questioning, and summarizing (Block, 1992).

Critical Literacy

An approach to reading where learners are taught to question a text's perspective, communicative purpose, and potential bias rather than merely comprehending its surface meaning.

Multiliteracies

A theoretical viewpoint acknowledging that contemporary texts are multimodal—combining image, video, and hypertext—demanding new reading competencies beyond print literacy (New London Group, 1996).

Prewriting

The initial stage of the writing process dedicated to generating and organizing ideas before beginning to write a draft.

Drafting

The stage in the recursive writing process where a writer produces a first version of a text without pressure for perfection.

Revising

The writing stage focused on reworking and refining content, structure, and underlying ideas.

Editing

The writing stage where a writer specifically attends to grammar, spelling, and mechanical accuracy.

Publishing

The final stage of the writing process where the completed text is shared with real readers.

Process-Genre Approach

Today's dominant writing framework combining staged drafting with explicit genre models, emphasizing that writing is shaped by communicative purpose and audience (Badger & White, 2000; Teshome, 2024).

Thesis Statement (Genre Function)

The component of an essay that states the writer's position, representing the primary communicative goal of the piece.

Cognitive Strategies

Mental processes used while reading or writing, including planning (outlining/predicting), monitoring (checking progress/understanding), and evaluating (judging results).

Metacognitive Strategies

Techniques for reflecting on and controlling one's own literacy process, such as setting goals, asking self-reflective questions, and tracking progress over time.

Affective Dimension of Literacy

A research perspective recognizing that emotions, motivation, confidence, and anxiety directly influence learner engagement and literacy performance.

The Reading–Writing Connection

The contemporary understanding of literacy as a unified, reciprocal practice where reading builds vocabulary and models, while writing deepens attention to craft and structure.

AI as a Feedback Companion

The practice of using digital AI tools like ChatGPT to provide formative feedback to writers, proven most effective when paired with explicit strategy instruction (Teng, 2024).

Gebremariam & Weldeyohannes (2025) Study

Research showing that critical reading strategies requiring analysis and evaluation significantly boost both reading comprehension and student motivation.

Teshome (2024) Study

Research demonstrating that a process-genre approach combining staged drafting with explicit genre models produces significant gains in students' writing strategy use and performance.

Teng (2024) Study

A systematic review finding that AI tools like ChatGPT serve best as feedback companions rather than replacements for explicit strategy instruction in EFL writing.