Reading and writing are reciprocal actions. Reading and writing affect one another and in order for children to have strong literacy skills, they need to be proficient in both skills. Although the skills involved in each are not identical, they are closely related.
While reading, you must activate phonological awareness skills, decode words, engage word recognition, attach meaning to words, read fluently, and ultimately comprehend what is being read. Students who can use phonological skills to decode words will be able to learn more vocabulary while reading. When they are able to recognize words automatically and read fluently, they understand what is being read and are motivated to continue reading. So much exposure to words supports writing because it "not only enhances their reading comprehension but also creates better spellers...They become aware of the word relationships in a variety of sentence patterns and how authors structure text along with the rules that govern it" (Jennings). When children read a variety of texts, they are exposed to numerous genres, text structure, and of language, and words. When they are exposed to this, it acts as inspiration for how students can structure their own written work. Reading also provides us with the power of information. The more we read, the more we learn; "Therefore, it is necessary to have facts and experiences to share. Prior to writing both at the sentence and paragraph levels, the writer needs to consider the topic and summon background knowledge and ideas in support of that topic" (Jennings). As people acquire more knowledge, it is easier for them to make connections between things and share their own thoughts through written work. If there is a lack of knowledge to start with, then the act and quality of writing will suffer.
When writing, the skills of word recognition and comprehension are needed, along with phonological skills. When children need to construct words in a written format from memory, they must use their phonological skills in order to spell the words they are writing. As they experiment with different spelling techniques, their vocabulary and comprehension begins to increase. In addition to these skills, writing also requires an understanding of grammar rules, sentence structure, and different ways pieces can be written are all needed. People need to understand the rules of the written register and how different written words are constructed based on what message the writer is trying to send the audience. The best way to initiate the flow between reading a writing is teaching students how to read like a writer by studying texts deliberately. This often comes in the form of very explicit and direct instruction. In 180 Days it states "When we read, we absorb the lines and phrases, noticing the style or tone of the author, but not focusing on how those lines were crafted. As we help students notice what writers are doing and have them imitate moves to make their own writing better, they will recognize more of these moves in their independent reading" (Gallagher & Kittle, 2018, p. 40). Once students gain exposure to different writing styles, pieces, and gain information, they can experimenting with writing styles and techniques that will all be needed for different tasks in life. They begin to produce pieces that share personal stories (narratives), persuade readers (argumentative), or share new thoughts and insights on a topic (informative). The connection is continuous as people learn the skills to read, gain new knowledge, and combine it with what they already know in different written for someone else to read.
Gallagher, K. & Kittle, P. (2018). 180 Days: Two Teachers and the Quest to Engage and Empower Adolescents. Heinemann Publishers.
Jennings, T. The Relationship between Reading and Writing: an Overview. Lexicon Reading Center. https://www.lexiconreadingcenter.org/reading-and-writing-relationships-an-overview/