Research Shows Development Of Reading And Writing

Research Shows That The Development Of Reading And Writing Proficienci

Research indicates that the development of reading and writing proficiencies are closely interconnected and rely on many of the same foundational skills. This relationship is particularly significant for the literacy development of English Language Learners (ELLs), as progress in one area often supports advancement in the other. By understanding and leveraging this connection, teachers can more effectively foster literacy skills, ultimately improving student achievement across bothreading and writing domains.

Reading and writing are mutually reinforcing processes in literacy development. When students read, they encounter vocabulary, sentence structures, and ideas that inform their own writing. Conversely, writing offers students the opportunity to organize their thoughts and deepen their understanding of language structures. This reciprocal relationship emphasizes the importance of integrated instruction that promotes concurrent growth in both areas (Graham & Hebert, 2011).

Stages of Writing Development

Writing development occurs in distinct stages, reflecting increasing sophistication in students' ability to communicate effectively through written language. These stages are generally categorized as follows:

• Emergent Stage: This initial phase involves basic scribbling and letter-like symbols, where children begin to understand that writing has meaning and can represent spoken language. Children often experiment with writing without following conventions of spelling or syntax (Clay, 1996).
• Early Writers: Students start to convey simple ideas using recognizable letters, often spelling some words phonetically. They begin to understand the relationship between sounds and symbols but still make many errors (Berninger & Abbott, 2010).
• Developing Writers: At this stage, students produce more coherent sentences and paragraphs. Their spelling becomes more conventional, and they begin to use writing as a tool for learning and expression (Graham et al., 2012).
• Proficient Writers: These students demonstrate greater control over organization, coherence, and language conventions. They can adapt their writing to different purposes and audiences (Graham & Harris, 2017).

Five Features of Effective Language and Literacy Instruction

Effective language and literacy instruction is characterized by specific, research-backed features that support student learning, especially for diverse learners such as ELLs. These features include:

1. Explicit Instruction: Direct teaching of strategies, vocabulary, and comprehension skills ensures students understand key concepts. For example, teachers might explicitly teach how to identify main ideas during reading (Archer & Hughes, 2011).
2. Systematic Instruction with Scaffolds: Instruction is organized in a logical sequence, providing scaffolds such as graphic organizers or sentence starters that support learners’ understanding and independence (Vygotsky, 1978; Bus & Van Der Haagen, 2012).
3. Multiple Opportunities for Student Practice: Repeated, varied practice helps reinforce skills and encourages mastery through activities such as writing prompts, reading response exercises, and collaborative tasks (National Reading Panel, 2000).
4. Assessment and Progress Monitoring: Ongoing assessment allows teachers to track individual progress, identify areas needing support, and adapt instruction accordingly. Examples include formative assessments like observation checklists and formative quizzes (Black & Wiliam, 1998).
5. Feedback: Constructive and timely feedback guides students in refining their skills and increasing engagement. For instance, providing specific comments on a student's writing helps clarify strengths and areas for improvement (Hattie & Timperley, 2007).

The Importance of Supporting ELLs’ Literacy Development in Content Areas

It is essential for content area teachers to develop an understanding of literacy development because ELLs often face additional challenges in acquiring academic language and literacy skills. Content-area instruction provides a rich context for authentic language use, vocabulary development, and comprehension strategies essential for academic success (August & Shanahan, 2006). By integrating literacy supports—such as visual aids, graphic organizers, and targeted vocabulary instruction—content teachers can help ELLs access complex texts and participate meaningfully in classroom activities.

Furthermore, supporting ELLs’ literacy development across disciplines fosters equity, ensuring that language barriers do not impede their learning and academic achievement. When content teachers understand the stages of literacy development and effective instructional practices, they can adapt their methodologies to meet diverse student needs, promoting inclusive and effective learning environments (Lindholm-Leary, 2016).

In conclusion, recognizing the interconnectedness of reading and writing development, applying evidence-based instructional features, and actively supporting ELLs’ literacy in content areas are critical strategies for fostering literacy skills. These practices contribute to closing achievement gaps and preparing all students for academic success and lifelong learning.

References

• Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. Guildford Publications.
• August, D., & Shanahan, T. (2006). Developing literacy in second-language learners: Report of the National Reading Panel and the National Literacy Panel on Language-Minority Children and Youth. White Paper.
• Berninger, V. W., & Abbott, R. (2010). Approaching effective instruction for writing: Building on research. In W. C. Parkinson & M. S. McClain (Eds.), Researching writing: Method, issues, and practices (pp. 123-144). Routledge.
• Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7-74.
• Graham, S., & Harris, K. R. (2017). The role of strategy instruction in improving writing. In S. Graham & T. S. McKeown (Eds.), Writing Strategies for All Students (pp. 45-66). Guilford Press.
• Graham, S., & Hebert, M. (2011). Writing to read: Evidence for how writing can improve reading. Reading Research Quarterly, 46(4), 270-289.
• Graham, S., Harris, K. R., MacArthur, C. A., & Schwartz, I. (2012). Primary-grade students' writing: A review of research and implications. Review of Research in Education, 36(1), 225-260.
• Lindholm-Leary, K. J. (2016). Success and challenges of bilingual students in the United States. Journal of Education and Practice, 7(16), 27-34.
• National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institute of Child Health and Human Development.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.