Reading and writing are important facets to a language so it's important for students to learn how to implement each one in their daily lives to the best of their ability. If their abilities are inhibited in some way, shape, or form, it's our job as teachers to step in and help bridge the gap from learning to applying. I don't think all is lost if a student struggles with reading or writing because there are other ways for them to be socially active for example, talking. I'm pretty sure that a person may feel scared to socialize with others if he/she has a delay or disability because of the stigma that is associated with having a "problem." Nobody wants to associate with a sub-average student because others may begin to think that you have a problem too. Students may think because their lacking in one area they are deficient in all areas. I also think that a lack in social skills may strengthen a skill in another area. For example, if a student can't read well they may find that writing is their strong suit. If a student struggles in writing a good book again and again will improve their reading. The book says on page 102, "Writers participate in several types of reading activities" and goes on to say, "Readers are writers, too." This demonstrates that reading and writing are interdependent on one another. Readers can improve their writing by reading and writers can improve their reading by writing. The following sentence on page 104 also drives this point home: "Reading contributes to students' writing development, and writing contributes to students' reading development." I've always preferred writing over reading. It takes me longer to read because I don't look forward to it. I rediscovered last semester just how good of a writer I was and I'm sure the amount of reading required for my classes had something to do with it :-) I think that having others know that there is a "problem" can help. This gives excelling students an opportunity to help those who struggle-which fosters socialization. Whatever way teachers decide to help it's up to them-I like the following suggestion, on page 104, "What we need are reading teachers who act as if their students were developing writers and writing teachers who act as if their students were developing readers." Something absolutely needs to be done before the amount of catching up becomes nearly insurmountable.