In the book, it discussed the reading-writing connections. For instance, it talked about authorship as collaboration; text without boarders; permeable boundaries between reading and writing; identity as community. I like when the author talks about both reading and writing as productive, meaning-making activities utilizing the same composing skills, during a process in which reading informs writing and writing informs reading. While reading, I learned more about the reader-response theory, which was something I didn't learn before. Never had I thought about reading contains three elements, which are the author of a text, the text itself and the reader of the text.
According to the author, reader-response theory has made possible important insights into how reader read. More importantly, it looked at the similarities during the process of both writing and reading. In China, we had a lot of homework on reading comprehension. For example, in a typical standard test, we need to finish at least five reading articles, which could lead to 60 questions. However, it was interesting that the author brought up that reading comprehension tests won't necessarily tell teachers whether students relied on the bottom-up approach. Even some reading specialists will consider a heavy or exclusive emphasis on bottom-up reading is unhealthy. I felt like in China, teacher cares too much on how quickly he/she wants students to acquiring reading fluency. Nevertheless, they forget students also need to interact into the process instead of just hearing explanation on grammar and multiple choice answers.
According to the author, reader-response theory has made possible important insights into how reader read. More importantly, it looked at the similarities during the process of both writing and reading. In China, we had a lot of homework on reading comprehension. For example, in a typical standard test, we need to finish at least five reading articles, which could lead to 60 questions. However, it was interesting that the author brought up that reading comprehension tests won't necessarily tell teachers whether students relied on the bottom-up approach. Even some reading specialists will consider a heavy or exclusive emphasis on bottom-up reading is unhealthy. I felt like in China, teacher cares too much on how quickly he/she wants students to acquiring reading fluency. Nevertheless, they forget students also need to interact into the process instead of just hearing explanation on grammar and multiple choice answers.