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The Reciprocal Relationship of Reading and Writing

Teaching early literacy is a complex process. There is no doubt 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 help children read and write. Thus, each teacher will approach literacy instruction differently. Many people believe that a student must first learn to read and then learn to write. From this point of view, reading is a springboard to writing. This assumes that literacy develops in a very linear progression.

An alternative understanding of helping children read and write is based on an understanding of reading and writing as reciprocals. The reciprocal perspective holds that learning to read and learning to write are processes that complement each other. 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 all boundaries that separate these skills. This path to teaching literacy requires a fluid school schedule instead of one that separates online reading and writing lessons into different blocks of the school day.

Once you have done your research, you can present the information to your child in different ways. You can approach the task 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 learn with your children. However you present or share information with your children, it’s important that you give them the opportunity to do some creative work on their own.

Based on this perspective, young children will remember the text they encountered when they begin to write. Likewise, they assess their spelling skills as they read. Here’s an example: imagine a teacher asks a young boy to spell the word “bone”. Probing, he writes “good”. At this point, the teacher adds the “e” at the end. The child then exclaims, “Oh yeah! That’s how I remember seeing him at the science center!”

In short, helping children to read and write go hand in hand. Therefore, it is useful to treat reading and writing as complementary rather than separate skills. Early literacy instructors see great gains when they use reciprocal teaching. For more information on Clay’s work on the reciprocal relationship 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 Results (pp. 130-161). York, Maine: Stenhouse Publishers.

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

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