When you teach reading and writing together, it is a two-for-one deal (From Reciprocity Between Reading and Writing: Strategic Processing as Common Ground by Nancy L Anderson and Connie Briggs)
The strategies that the student uses to read, and the strategies that the student uses to write, are often the same and they support each other. What seems obvious to us however may not be obvious to the student, so we have to help him / her to make the connections in order to make learning easier.
Some of the common strategic actions are:
- Searching for more information e.g. asking oneself- what do I know about the message, how words go together to make sentences, and how letters go together to make words?
- Monitoring, e.g. checking if the message makes sense and looks right. You cannot fix a problem if you do not notice that there is a mismatch.
- Self correcting, e.g. rereading to change a word that did not look right / sound right.
Common Ground Between Reading and Writing
Creates ideas with an audience in mind, e.g. a letter to Grandma, a story for the class library.
Uses the written message to construct meaning, e.g. what did the author want me to know / think about / enjoy?
|MEANING Checks that the message makes sense.If it does not sound right then I have to check what I want to say and search for a better way of writing it.||MEANING Checks that the message makes sense. If it does not sound right then I have to check what I think the author is telling me, and search for errors.|
|STRUCTURE Chooses the order of words based on a knowledge of what we hear / see during reading experiences, and how we put words together in sentences when we are talking (e.g. grammar, punctuation, Can I say it that way?)||STRUCTURE Groups words together that sound right based on a knowledge of what we hear / see during other reading experiences, and how we put words together in sentences when we are talking and writing (e.g. grammar, punctuation, Would I say it that way?)|
|VISUAL INFORMATION Uses knowledge of how letters, words, and print work (e.g. letter-sound connections) to write the message.||VISUAL INFORMATION Uses knowledge of how letters, words, and print work (e.g. letter-sound connections) to construct (make meaning) from the message.|
|MONITORING Checks and finds any mismatches between the anticipated message and the written words.||MONITORING Checks and finds any mismatches between the anticipated message and the written words.|
|SELF CORRECTING Notices errors and fixes them.||SELF CORRECTING Notices errors and fixes them.|
Dr Ann Ballantyne wrote some examples of teaching explicit links between reading and writing:
The child read was for went: Teacher “You can write that word. Write it quickly. What did you write?’
Child stumbles on a partly known word in reading. Teacher: ‘that’s an important word. Have you seen it before?…That was in one of your favourite books (shows him). You can read it and you can learn to write it.” (teaches writing)
Anderson & Briggs prompted:
“Think about how you say words slowly in writing. That will help you in reading.”
If you would like to read the article called Reciprocity Between Reading and Writing: Strategic Processing as Common Ground by Nancy L Anderson and Connie Briggs click on the link (title).
Teachers might also like to take a look at Reading and Writing: teaching for reciprocal gains by Dr Ann Ballantyne.