The PowerPoint Template Under The Assignment Area Or You May

The Powerpoint Template Under The Assignment Area Or You May Creat

Use the PowerPoint template under the Assignment area or you may create your own PowerPoint to discuss the relatedness of reading and writing. (If using the template, be sure to replace all the text in red.) Be sure to format your PowerPoint as follows. The title of each slide should appear at the top of the slide and you should use bullet points and brief phrases to support each title point.

Slide 1 Title Slide (include the title of your Assignment, your name, and course number/section/title)

Slide 2 Title: The Relatedness of Reading and Writing

Explain the connection between reading and writing. Why do children who read a lot or are read to a lot tend to find it easier to write? How does exposure to lots of different kinds of books build speaking, reading, and writing vocabulary? How does writing help reinforce phonics skills? How does it help build sight word vocabulary?

Slide 3 Title: Shared Writing Increases Reading Development (see p. 163)

Discuss ways this is true in explaining the following: Group Stories, Individual Experience Stories, Interactive Writing.

Some points to consider: Why are these types of stories easy for children to read? How do these stories motivate children to read? How can they help children begin to see themselves as readers and writers? How do these experiences help children see the connection between speaking and the printed word?

Slide 4 Title: Reading Activities Can Support Writing Development

Identify/explain: Functional Literacy Activities, Environmental Print (EP). Some points to consider: How does the nature of EP and functional print encourage children to write? How do they help children to see a “real life” need for reading and writing?

Slide 5 Title: Dramatic Play Can Support Reading and Writing

Explain what is meant by dramatic play. Give an example of a dramatic play theme and some “props” that would encourage reading and writing within this dramatic play. Some points to consider: Why is this a fun/nonthreatening way to explore with reading and writing? Why will this encourage children to practice their reading/writing?

Slide 6 Title: References

(include references to your eBook, web articles, videos, and any other resources you used to prepare your PowerPoint). Be sure to use APA format for your references and to review the Unit 3 Assignment Rubric in your Syllabus.

Paper For Above instruction

The interconnectedness of reading and writing is a fundamental aspect of early childhood literacy development. Recognizing how these skills complement each other enhances instructional approaches and supports children's literacy journey. This paper explores the relationship between reading and writing, the role of shared writing, the importance of reading activities, and how dramatic play serves as an effective tool in fostering literacy skills.

The Relationship Between Reading and Writing

Reading and writing are intrinsically linked components of literacy, each reinforcing the other. When children are exposed to diverse texts, they develop an understanding of language structures, vocabulary, and print conventions, which facilitate writing. Conversely, engaging in writing activities helps children process and understand phonics, spelling patterns, and vocabulary, bolstering their reading abilities. Children who are read to frequently or who read independently tend to develop a larger vocabulary and better comprehension, which translates into more confident writing (National Reading Panel, 2000). Exposure to a variety of books—including stories, informational texts, and poetry—expands oral vocabulary and provides models for sentence structure and narrative development, enriching both reading and writing skills.

Furthermore, writing reinforces phonics skills by encouraging children to sound out words, recognize spelling patterns, and connect sounds to print. This active practice strengthens decoding strategies, making reading more fluent. Similarly, repeated exposure to sight words—words recognized instantly without decoding—supports reading fluency and confidence, which in turn motivates children to write more frequently (Gough & Tunmer, 1986). Thus, reading and writing are reciprocal processes that, when nurtured together, significantly enhance early literacy outcomes.

Shared Writing and Reading Development

Shared writing, also known as interactive or collaborative writing, is a powerful instructional approach that enhances reading development through various formats such as group stories, individual experience stories, and interactive writing activities. These methods are particularly effective because they involve children's active participation, making the writing process meaningful and engaging (Fountas & Pinnell, 2001). For example, group stories allow children to contribute ideas and see their words transformed into written text, fostering a sense of ownership and confidence in their reading skills.

Individual experience stories enable children to relate personal experiences to written form, promoting comprehension and motivation. Interactive writing involves teacher and students composing text together, often with the teacher modeling how to write, which demystifies the process and illustrates the connection between speech and print (Clay, 1991). These shared activities are easy for children to read because they often use familiar words, repetitive phrases, and contextually supported vocabulary. They motivate children by providing opportunities to see themselves as authors and to recognize the connection between speaking and oral language, print, and reading fluency. Such experiences harness children's natural inclination to tell stories and see their ideas come to life in print, reinforcing both reading comprehension and writing confidence.

Reading Activities Supporting Writing Development

Various reading activities, particularly those involving functional literacy and environmental print, serve as effective scaffolds for writing development. Functional literacy activities refer to everyday tasks that require reading and writing, such as labeling objects, grocery shopping lists, or writing directions. These real-world activities help children see the relevance of literacy beyond the classroom, encouraging them to write for authentic purposes (Hiebert & Mesmer, 1999).

Environmental print comprises everyday signs, labels, logos, and labels in a child's environment. Recognizing environmental print prompts children to understand that print carries meaning and has real-life applications. For example, reading a stop sign or a store logo demonstrates the practical importance of reading skills, motivating children to learn how to read and write similar texts. These activities promote functional literacy by connecting literacy skills with everyday experiences, making reading and writing purposeful and relevant (Baker, 2002).

The Role of Dramatic Play in Supporting Reading and Writing

Dramatic play is a versatile pedagogical tool that allows children to actively explore roles, stories, and scenarios in a pretend context. By engaging in dramatic play, children naturally incorporate reading and writing into their play themes. For example, a pretend restaurant involves menus, orders, and signs, which require reading and writing skills. Props such as menus, cashier stations, or play money encourage children to practice reading words and writing labels, recipes, or signs within their play.

This approach is fun and nonthreatening, reducing anxiety associated with literacy tasks, and fostering intrinsic motivation. Children often see dramatic play as an authentic and meaningful activity, which increases their willingness to read and write for real purposes. Such play provides opportunities for repeated practice, vocabulary development, and understanding the functional use of written language. Consequently, dramatic play becomes an effective context for developing confidence and competence in literacy skills (Miller & Almon, 2009).

Conclusion

Overall, fostering a rich environment that integrates reading and writing through shared activities, authentic experiences, and playful contexts significantly benefits early literacy development. Recognizing the interconnectedness of these skills motivates children to engage actively in their learning, builds confidence, and establishes foundational literacy attitudes that support future academic success. Educators who leverage these strategies can create engaging, meaningful learning experiences that cultivate lifelong literacy skills.

References

• Baker, L. (2002). Environmental print as an early literacy resource. Reading Teacher, 55(7), 644-651.
• Clay, M. M. (1991). Reading Recovery: A sequel. Heinemann.
• Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers: Strategies for teaching and learning. Heinemann.
• Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6-10.
• Hiebert, E. H., & Mesmer, H. A. (1999). Literacy coaching: Teachers' perspectives and practices. The Reading Teacher, 52(1), 86-94.
• Miller, S., & Almon, J. (2009). Now let’s play: Supporting early childhood literacy through dramatic play. National Association for the Education of Young Children.
• 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.