One of the great privileges of working in primary education is that you witness the emergence of young children’s writing and observe as they develop in confidence and find their own writer’s voice.
Whenever I am struck by the glorious readability of a child’s writing, I recognise the hallmarks of an independent reader – a child who has learned to manipulate their reader, entertain them or provoke a reaction has surely been acquiring those skills from their reading diet.
Reading different types of texts – whether it is stories, poems, or information books – ensures children become familiar with various styles of writing.
Through this they assimilate the tricks of the trade that a good writer uses to engage the reader. But is it as simple as that? Is it a form of osmosis whereby a pupil can unwittingly absorb the genius of a writer and automatically replicate the process?
The truth is few children magically leap from reading into writing. So how can teachers support the reading-to-writing connection and help transfer what children are observing in terms of how words are used and spelt, and how words combine, to make their own writing powerful and engaging? Here are five areas you can focus on to achieve this:
1, Modelling a writer’s voice to help children find their own
Most writing schemes expose children to a range of quality literature with the aim of showcasing what good writers do to engage their readers.
But rather than being able to mimic the style of specific authors and/or replicating the content of their work, what we are teaching children is the common features of writing and pointing out what the writers have done.
When reading with the children in class we can identify and explore these features and then follow up in writing lessons by constructing a written model based on what children have read and showing them in real time the process behind the writer’s craft.
2, Vocabulary and language development
The more children read, the more words they encounter. This exposure helps them to understand the meaning and usage of words in context.
It stands to reason that children who read a broad range of fiction or non-fiction books are likely to come across myriad words that they may not encounter in everyday conversation.
Moreover, reading helps children to understand the nuances of language. They learn about the synonyms, antonyms, idiomatic expressions, and figures of speech that enhance our language. These all become part of their mental lexicon, and when it comes time for writing, they have a broader selection of words to choose from. This allows them to express their ideas more precisely and creatively.
3, Sentence structure and grammar
Reading exposes children to different ways of constructing sentences. As they engage with books, they see examples of how sentences can be structured to convey meaning effectively. They should be supported to notice how authors use punctuation, vary sentence length, and combine clauses to create rhythm and flow.
The national curriculum starts mentioning the correlation between reading and writing from year 1. It states that when teachers make explicit reference to sentence structures in books, “in due course, they (children) will be able to draw on such grammar in their own writing”.
4, Narrative flow and organisation
While vocabulary and grammar are important, a good writer needs to mix those ingredients effectively to pull together a cohesive and engaging text. When children read widely, they learn how different genres handle pacing and structure. They encounter clear examples of how to develop a beginning, middle, and end of a tale. They see how authors introduce characters, build tension or conflict, and resolve the story in a satisfying way. They also pick up on how to make a story engaging from the first sentence and how to keep the reader interested throughout the piece.
Similarly, through reading non-fiction, children observe how to build an effective argument or to clearly explain a process. This knowledge helps children become more effective story-tellers and essay-writers.
5, Inspiration and creativity
Writers can usually only write about what they know and have experienced, either directly or indirectly. Reading adds to a young child’s life experiences and knowledge and helps to develop empathy by providing – in the oft-cited words of Dr Rudine Sims Bishop (1990) – “windows, mirrors and sliding doors onto other worlds.
Exposure to new worlds, ideas and perspectives opens up creative possibilities for their own writing. Reading sparks a child's imagination and creativity, which are crucial for developing a unique voice in writing. The more they read, the more they can draw upon diverse ideas and experiences when crafting their own writing.
Improving writing through reading: A checklist
The relationship between reading and writing is not one directional. In truth, there is a symbiotic relationship between the two and a perfectly crafted school curriculum harnesses that reciprocal link to great effect.
For school leaders looking to improve children’s written outcomes, a good starting place would be to shore up reading across the school.
Here are some tried and tested methods you could introduce:
- Make time for reading every day.
- Create a broad and deep reading curriculum that is diverse and inclusive in reach.
- Develop a strong reading for pleasure culture.
- Choose texts for their literary value rather than whether the theme fits into a topic.
- Use a range of books pitched as models for writing.
- Spend time in reading sessions admiring the author’s craft.
- Devise writing tasks that have an authentic purpose and a real audience in mind.
- Draw grammar and vocabulary from authentic texts so that children can see how language works in context.
- Ensure time is given for children to read back their own writing and consider how far they have met the needs of their intended audience.
- Follow up with the reader.
Final thoughts
Reading is an essential tool for children to improve their writing skills. It enhances their vocabulary, sharpens their understanding of grammar and sentence structure, and helps them to develop narrative flow and creativity.
Encouraging children to read widely and often can have a profound impact on their ability to express themselves clearly and creatively in writing. And of course, the more they read, the better they will get at reading and the more they will want to read, which can’t be a bad thing either, can it?
- Michelle Nicholson is a primary English learning and teaching adviser with HFL Education. Formerly Herts for Learning, HFL Education is a not-for-profit organisation providing services, training and resources for schools, including access to advisers and subject experts. Follow at @HFL_Education. This year Headteacher Update is working with HFL Education to publish a series of subject-specific best practice articles. Find all the articles in this series via www.headteacher-update.com/authors/hfl-education
Further information & resources
- Sims Bishop: Windows, mirrors and sliding doors, 1990: https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf