Effects of Extensive Reading on Writing Performance

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The integration of reading and writing has received significant attention in the realm of language studies and is a topic of international research. Scholars emphasized its inevitable contribution to the creation of citizens with sharp minds. Reading provides the writer with an understanding of the appearance and feel of reader-based prose. The teaching of one can, therefore, encourage language practices and semantic strategies helpful in the teaching of the other. Students' capacity to produce knowledge grows along with their knowledge and critical thinking skills as a result of reading, so what they learn about written language rules eventually serves as a writing resource (Marhaeni, 2016). The practice of writing is governed by a social constructionist framework in which people (writers) acquire knowledge and skills through extensive practice, high-level thinking, and the sharing of opinions through interactions with friends, family, instructors, and other writers through their written materials in both formal and informal ways. Students are inspired by reading, which helps them learn about important concepts and develop their critical and analytical thinking skills. Writing and reading together give students the chance to expand on their knowledge of language and life while also developing the forms of synthesis and selective attention needed to create fresh frameworks for the meaning of life. To this end, the Extensive Reading Strategy Training (ERST) program had to be feasible in regular practice be practical for teachers to use, and be recognized as a program that matches teachers' curriculum expectations.