Reading/writing practices in classrooms require materials not only to assist learners to interact with text but also serve as a reading motivator. Reading is necessary for the p- 2 programs since it helps learners develop their mind by growing their language skills; writing practices assist pupils in understanding the read content ( Linda and Paul, 2016) . Furthermore, writing about the materials read provide leaners with a tool for visibly analyzing, personalizing, connecting, manipulating and permanently recording critical ideas from the presented text. Writing has a strong influence in making the text read understandable and more memorable. The ideology given is the case of learners in general, both weak and strong in writing and reading in particular. The paper depicts the reading/writing instructions for the P-2 program.
Children’s Language Development
Language development for learners is procedural depending on the grade level of the learner. However, for the P-2 program, learners are subjected to attempted reading and writing of text presented as classroom materials ( Philippakos, 2018) . Attempted reading and copying of texts in the classroom help support demonstrate and deepen the students' knowledge and understanding of themselves, the world and relationships. To attain language development for leaners in p-2 program, explicit and systematic teaching process is involved to ensure success through children learning literacy. The child is encouraged to understand the concepts of print acquired as their first language to help contribute to their reading and writing skills, termed as their second language ( Stuart, 2018) . In the process of language development, the learners still need to adopt a new set of symbols or sound correspondences when reading in English. Through writing, learners enhance their oral development which assists in reinforcing language structures and acquired vocabularies in reading. Therefore, children's language development will be obtained when they are rooted in the literacy programme.
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Emergent Literacy
Literacy provides learners with innovative and appropriate learning styles to support reading and writing. Emergent literacy guides P-2 program learners in reading and writing materials. Learners read collectively in groups the literature context provided, text on classroom materials or storytelling ( Stuart, 2018) . The use of teamwork in literacy helps create a memorable subject to the learners without fear of self-performance. Loud reading literacy helps create rhymes, songs and chants that are easily memorable by children in P-2 programs.
Opportunities for Varied Interactions and Groupings
Classroom interactions and groupings provide more significant opportunities for learners who imitates and quickly learn from their peers. In P-2 program, teachers play substantial roles by interacting closely with learners through sharing the reading process and helping out where learners get stuck. Learners, together with the teacher, read and reread the text, ensuring that students have engaged in the exercise more and more. Groupings are necessary to boost learners confidence as well as team building. Students in the P-2 program tend to gain confidence while responding in groups other than as an individual ( How and Larkin, 2013) . However, the formed groups should contain students with similar needs, either reading or writing issues.
Conclusion
Reading/writing is not just an acquired skill but individuals' second language. Leaners in P-2 program are entitled to several workings to effectively develop reading and writing language including the attempted reading and writing of classroom materials and text copying, use of emergent literacy and interactive learning process by the teacher and small groups. In relation to what I learnt in coursework, learners in P-2 program are well thought through rhyme creation and repetition. In conclusion, writing enhances understanding of the material read as well as reading helps build personal vocabulary and mastering the language.
References
How, K. & Larkin, R. (2013). Descriptive Writing in Primary Schools: How Useful Are Linguistic Predictors of Reading? Journal of Educational Research, 106 (5), 360–371. https://doi.org/10.1080/00220671.2012.753864
Linda, W. & Paul, A. (2016). Linking Written Language to Cognitive Development: Reading, Writing, and Concrete Operations. Research in the Teaching of English, 28( 1), 89
Philippakos, Z. A. (2018). Using a Task Analysis Process for Reading and Writing Assignments: Reading Teacher, 72 (1), 107–114; https://doi.org/10.1002/trtr.1690
Stuart, G. (2018). The Role of Task in the Development of Academic Thinking through Reading and Writing in a College History Course . Research in the Teaching of English, 27(1), 46
