How To Become A High School Math Teacher In Canada The Reciprocal Relationship of Reading and Writing

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The Reciprocal Relationship of Reading and Writing

Initial literacy teaching is a complex process. There is no doubt that this process is a valuable part of a student’s learning and helps create a strong foundation for future growth. There are countless strategies and methods to help children read and write. As such, each teacher will approach teaching literacy differently. Many people believe that a student should learn to read first and then learn to write. From this perspective, reading is a step towards writing. This assumes that literacy develops in a very linear progression.

An alternative understanding of helping children to read and write is based on an understanding of reading and writing as reciprocal. The reciprocal perspective holds that learning to read and learning to write are complementary processes. Marie Clay has championed this concept, producing research to support the benefits of identifying reading and writing as reciprocal. Teachers who subscribe to this methodology teach reading and writing at the same time, removing the boundaries that separate these skills. This path to literacy requires a fluid school schedule rather than one that separates online reading and writing courses into different blocks during the school day.

Once you’ve done your research, you can present the information to your child in a number of ways. You could approach the assignment as you would “reading time” with your child and read from your sources. Alternatively, you can set up a study space in your home where you can sit and study with your children. Regardless of how you present or share information with your children, it’s important to give them the opportunity to create a little on their own.

From this point of view, children will remember the text they have encountered when they start writing. Similarly, they assess their spelling skills while reading. Here’s an example: Imagine a teacher asks a child to spell the word “bone.” By sounding it, write “good”. At this point, the teacher adds the “e” at the end. Then the kid exclaims, “Oh yeah! That’s how I remember seeing it at the science center!”

In short, helping children to read and write go hand in hand. Therefore, it is valuable to treat reading and writing as complementary skills, rather than separate ones. Early literacy instructors see great benefits when they use reciprocal teaching. For more information on Clay’s work on the interrelationship of reading and writing, see this reference:

Clay, MM (1998). The power of writing in early literacy. In MM Clay, By different paths to common outcomes (pp. 130-161). York, Maine: Stenhouse Publishers.

For more information on early literacy instruction and academic support, contact the Ruth Rumack Learning Space at 416.925.1225 or visit http://www.ruthrumack.com.

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