Background Information
on Reading and Writing
Reading-Writing Connection
Writing and reading are mutually reinforcing processes. When young children want to send written messages, they compose with words and names they know as well as by spelling phonetically. They often read their messages to themselves to make sure they make sense. Sometimes they read their messages to others to find out if they are clearly understood. Likewise, when they attempt to read printed matter, they depend on familiar words and letter sounds to find the meaning.
Shared Reading (Big Books and Patterned Books)
Children who know the joy of being read to ask for the same books over and over again. They become acquainted with the characters and text patterns and enjoy the predictable language and plots. In school, the children enjoy shared readings of big books (oversized copies of children’s books) and other patterned books.
Shared reading, introduced by Don Holdaway in Foundations of Literacy and implemented by many educational publishers, is the process of reading a text, usually a big book, and interacting with students in various ways. Some of the interactions during shared reading involve the leader reading some of the words, engaging children in predicting ideas and words, and inviting children to read along, especially for repetitious parts of the text. When children do this, they are using the three cueing systems of language—semantics (meaning), syntax (grammar), and grapho-phonemics (letter names and sounds).
Meaning Carried by Illustrations and Art
Authors of picture storybooks tell their stories with a combination of text and art. Children who are well acquainted with books learn this implicitly. They know that they, too, can draw a picture when they have a message or story to share and label it with one or more words.
Innovations on a Text
When children are involved in shared readings, they quickly connect with the rhythms and rhymes of the text. Often, they learn the words by heart. Creating new texts from old, familiar ones (innovation on a text) by keeping the same rhythm but changing the words is a natural bridge between reading and writing. (Example: “Jack and Jill went up the hill” becomes “Lu and Lee climbed up the tree.”) Writing the new text on sentence strips offers another opportunity to work with words. (See following page.)