Early literacy instruction is a complex process˳ There is no question that this process is a valuable part of a student’s learning and helps create a solid foundation for future growth˳ There are countless strategies and methods to helping children to read and write˳ As such, every teacher will approach literacy instruction differently˳ Many people believe that a student must learn to read first and learn to write second˳ From this perspective, reading is a stepping stone to writing˳ This assumes that literacy develops in a very linear progression˳
An alternate understanding of helping children to read and write is based on an understanding of reading and writing as reciprocal˳ The reciprocal perspective maintains that learning to read and learning to write are processes that complement one another˳ 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, eliminating any boundaries that separate these skills˳ This path to literacy instruction requires a fluid school schedule instead of one that separates reading and online writing courses into different blocks in the school day˳
Once you’ve done your research, you can present the information to your child in a variety of ways˳ You could approach the task as you would ‘reading time’ with your child, and read from your sources˳ Alternatively, you could set up a study space in your house where you can sit and learn with your children˳ Regardless of how you present or share the information with your children, it is important that you provide them with an opportunity to do a bit of creating on their own˳
Based on this viewpoint, young children will recall text they have encountered as they begin to write˳ Likewise, they evaluate their spelling skills as they read˳ Here’s an example: imagine that a teacher asks a young boy to spell the word “bone”˳ Sounding it out, he writes “b-o-n”˳ At this point, the teacher adds the “e” at the end˳ The child then exclaims, “Oh yeah! That’s how I remember seeing it at the science centre!”
In sum, helping children to read and writing go hand in hand˳ Hence, it is valuable to treat reading and writing as complementary, rather than separate skills˳ Early literacy instructors see great gains when employing reciprocal instruction˳ For more information on Clay’s work on the reciprocal relationship of reading and writing, consult this reference:
Clay, M˳ M˳ (1998)˳ The power of writing in early literacy˳ In M˳ M˳ Clay, By different paths to common outcomes (pp˳ 130-161)˳ York, Maine: Stenhouse Publishers˳
For more information regarding early literacy instruction and academic support, contact Ruth Rumack’s Learning Space 416˳925˳1225 or visit http://www˳ruthrumack˳com˳
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