The Reciprocal Relationship of Reading and Writing

Early literacy instruction is a fancy course of. There isn’t any query that this course of is a invaluable a part of a scholar’s studying and helps create a strong basis for future progress. There are numerous methods and strategies to serving to youngsters to learn and write. As such, each trainer will method literacy instruction otherwise. Many individuals consider {that a} scholar should be taught to learn first and be taught to write down second. From this attitude, studying is a stepping stone to writing. This assumes that literacy develops in a really linear development.

An alternate understanding of serving to youngsters to learn and write is predicated on an understanding of studying and writing as reciprocal. The reciprocal perspective maintains that studying to learn and studying to write down are processes that complement each other. Marie Clay has championed this idea, producing analysis to assist the advantages of figuring out studying and writing as reciprocal. Academics who subscribe to this technique educate studying and writing on the similar time, eliminating any boundaries that separate these abilities. This path to literacy instruction requires a fluid college schedule as an alternative of 1 that separates studying and on-line writing programs into completely different blocks within the college day.

As soon as you have performed your analysis, you possibly can current the data to your youngster in quite a lot of methods. You may method the duty as you’d ‘studying time’ along with your youngster, and skim out of your sources. Alternatively, you can arrange a examine area in your home the place you possibly can sit and be taught along with your youngsters. No matter the way you current or share the data along with your youngsters, it will be important that you simply present them with a possibility to do a bit of making on their very own.

Primarily based on this viewpoint, younger youngsters will recall textual content they’ve encountered as they start to write down. Likewise, they consider their spelling abilities as they learn. This is an instance: think about {that a} trainer asks a younger boy to spell the phrase “bone”. Sounding it out, he writes “b-o-n”. At this level, the trainer provides the “e” on the finish. The kid then exclaims, “Oh yeah! That is how I keep in mind seeing it on the science centre!”


Scroll to top

You cannot copy content from National Child Development Council - New Delhi