Interrelated nature of reading and writing
Joyce West
Embedded Files
Reading and writing both rely on alphabet and letter-sound relationship knowledge and require decoding and encoding skills. Reading has been viewed as receptive and writing as productive. However, even though reading and writing require similar skills and build on one another, writing is considered more difficult because there are more graphemes (spelling choices) than phonemes.
Reading and writing both rely on alphabet and letter-sound relationship knowledge and require decoding and encoding skills. Reading has been viewed as receptive and writing as productive. However, even though reading and writing require similar skills and build on one another, writing is considered more difficult because there are more graphemes (spelling choices) than phonemes.
Look at the following example as explanation - The word bird is a one syllable, easily decodable word when reading. However, the spelling/writing of the word bird is more complicated as the "r" sound has 3 graphemes (er, ir or ur). This example also shows why spelling and phonics should be taught explicitly and using a mostly bottom-up approach.
Look at the following example as explanation - The word bird is a one syllable, easily decodable word when reading. However, the spelling/writing of the word bird is more complicated as the "r" sound has 3 graphemes (er, ir or ur). This example also shows why spelling and phonics should be taught explicitly and using a mostly bottom-up approach.
Reading requires the identification of phonics/phonemes (letter-sound relationships), word recognition, decoding skills, pronunciation skills, reading fluency, speed and comprehension. When reading a learner can use various cues (such as pictures, contextual, semantic, structural and syntactic cues) that can help them decode unknown words or to form meaning (Schaars, Seger & Verhoeven, 2017). Writing on the other hand requires encoding, spelling, vocabulary, knowledge of language structure and conventions and handwriting skills and a learner won't have as many cues to assist when writing. The teaching of phonics, word/sound families and spelling rules are very important.
Reading requires the identification of phonics/phonemes (letter-sound relationships), word recognition, decoding skills, pronunciation skills, reading fluency, speed and comprehension. When reading a learner can use various cues (such as pictures, contextual, semantic, structural and syntactic cues) that can help them decode unknown words or to form meaning (Schaars, Seger & Verhoeven, 2017). Writing on the other hand requires encoding, spelling, vocabulary, knowledge of language structure and conventions and handwriting skills and a learner won't have as many cues to assist when writing. The teaching of phonics, word/sound families and spelling rules are very important.
See the following graphs that shows the different reading and writing skills.
See the following graphs that shows the different reading and writing skills.
The teaching of reading and writing
The teaching of reading and writing
Because the teaching of reading and writing is interrelated, it can be very complex. When teaching and reading and writing lessons it is important that the purpose is clear. What is it that you want the learners to accomplish/achieve/learn/develop? Which skills/knowledge and values will they acquire/develop during your lesson?
Because the teaching of reading and writing is interrelated, it can be very complex. When teaching and reading and writing lessons it is important that the purpose is clear. What is it that you want the learners to accomplish/achieve/learn/develop? Which skills/knowledge and values will they acquire/develop during your lesson?
Your purpose should be evident in the outcomes of the lesson. The outcomes should always be SMART (Specific, Measurable, Achievable, Reliable & Timely). You can also use the ABCD Principle when writing/designing your lesson outcomes. Here is an example:
Your purpose should be evident in the outcomes of the lesson. The outcomes should always be SMART (Specific, Measurable, Achievable, Reliable & Timely). You can also use the ABCD Principle when writing/designing your lesson outcomes. Here is an example:
After establishing the purpose and outcomes of your lesson, you can then decide on the content and your teaching strategies, methods and approaches. Here are a few examples:
After establishing the purpose and outcomes of your lesson, you can then decide on the content and your teaching strategies, methods and approaches. Here are a few examples:
- Shared reading and/or shared writing
- Grouped-guided reading and/or group-guided writing
- Independent reading and/or independent writing activities
Take note: Even though the focus/purpose/outcomes of your lesson might be on reading or writing, it is important that learners become aware of the interrelated relationship between reading and writing. Being aware of the relationship will help learners understand the purpose of reading and writing exercises and activities. Think for example of poetry lessons. The focus of your lesson will be reading comprehension and gaining knowledge of for example poetic devices, but ultimately the reading and analysis of poems will contribute to their creative writing skills (e.g. writing of poems and becoming poets themselves).
Take note: Even though the focus/purpose/outcomes of your lesson might be on reading or writing, it is important that learners become aware of the interrelated relationship between reading and writing. Being aware of the relationship will help learners understand the purpose of reading and writing exercises and activities. Think for example of poetry lessons. The focus of your lesson will be reading comprehension and gaining knowledge of for example poetic devices, but ultimately the reading and analysis of poems will contribute to their creative writing skills (e.g. writing of poems and becoming poets themselves).
There are many ways in which you can make learners aware of the connection between reading and writing. Here are a few examples:
There are many ways in which you can make learners aware of the connection between reading and writing. Here are a few examples:
- Encourage learners to read stories and teach them about creative writing by showing them examples
- Use existing stories (children's literature) and analyse/identify and discuss for example, the
- beginning & ending of a story
- setting of a story
- characters and character development of a story
- plot of a story & the order of events in a story (sequencing and vocab used to identify sequence)
- Cause and effect - Every action has a reaction. This can link up with sequencing activities.
- vocabulary used when writing a story
(For example: In the beginning, the next day, at last, in the end, then, next, etc.)
(For example: In the beginning, the next day, at last, in the end, then, next, etc.)
By doing these types of activities you are equipping learners to write their own stories.
By doing these types of activities you are equipping learners to write their own stories.
- Encourage learners to tell their own stories - First orally and then writing it down.
- Encourage children to identify key vocabulary in stories and then use it in their own writing.
- Ask learners questions and help them make the link when reading and writing
- Explicitly explain the purpose of a reading and writing lessons/activities in order for learners to understand the connection.
- Allow plenty opportunities for reading and writing.
- Ask learners to write a new ending/beginning for a story.
Always keep in mind that reading provides the input and writing is the output - Reading and writing lessons are therefore always interwoven.
Always keep in mind that reading provides the input and writing is the output - Reading and writing lessons are therefore always interwoven.
Teaching spelling as part of reading and writing
Teaching spelling as part of reading and writing
•Effective teaching of spelling requires:
•Effective teaching of spelling requires:
•The teaching of phonics, digraphs & diphthongs
•The teaching of phonics, digraphs & diphthongs
•Whole-word strategies
•Whole-word strategies
•Word-building exercises
•Word-building exercises
•Word recognition exercises
•Word recognition exercises
•Direct & indirect instruction/•Implicit & explicit learning
•Direct & indirect instruction/•Implicit & explicit learning
•Repetition - Recycling vocabulary taught/acquired
•Repetition - Recycling vocabulary taught/acquired
•Silent & aloud reading activities
•Silent & aloud reading activities
•Explicitly teach words that children mostly misspell (e.g. irregular words/verbs)
•Explicitly teach words that children mostly misspell (e.g. irregular words/verbs)
•Frequently use in their writing
•Frequently use in their writing
•Develop your own spelling lists BUT consult the curriculum (CAPS) about spelling/
•Develop your own spelling lists BUT consult the curriculum (CAPS) about spelling/
phonics/vocabulary requirements per grade/per 2-week cycle
phonics/vocabulary requirements per grade/per 2-week cycle
•Consult existing word lists (e.g. Dolce & Fry)
•Consult existing word lists (e.g. Dolce & Fry)
•Teach high & low frequency words
•Teach high & low frequency words
Implement a balanced approach when teaching spelling
Implement a balanced approach when teaching spelling
•Use a rule-based approach –Grammar rules
•Use a rule-based approach –Grammar rules
•Use a phonics approach – phoneme-grapheme correspondence
•Use a phonics approach – phoneme-grapheme correspondence
•Teach linguistic patterns – cool, fool, pool (word families)
•Teach linguistic patterns – cool, fool, pool (word families)
•Teach spelling exceptions e.g. beautiful, Wednesday, again, because etc.
•Teach spelling exceptions e.g. beautiful, Wednesday, again, because etc.
•Use a multisensory approach
•Use a multisensory approach
• Integrate visual, auditory & motor sensory modalities
• Integrate visual, auditory & motor sensory modalities
•Use flash cards, picture cards and word cards
•Use flash cards, picture cards and word cards
•Show differences in spelling across languages e.g. apple, appel, apola
•Show differences in spelling across languages e.g. apple, appel, apola
•Use dictionaries (especially picture & multi/bilingual dictionaries)
•Use dictionaries (especially picture & multi/bilingual dictionaries)
•Do search and find activities in dictionaries
•Do search and find activities in dictionaries
•Encourage independence in finding spellings
•Encourage independence in finding spellings
•Learners have to predict spelling
•Learners have to predict spelling
•Use questioning techniques and apply 3 cueing system
•Use questioning techniques and apply 3 cueing system
Does it look right?
Does it look right?
Does it sound right?
Does it sound right?
What does the word mean?
What does the word mean?
How many syllables does the word have?
How many syllables does the word have?
Which sounds in the word are familiar to me?
Which sounds in the word are familiar to me?
Page updated
Google Sites
Report abuse