9 Ways Reading & Writing 'Feed' One Another From Birth

Children begin to write early - very early! In fact, they begin to make marks on their world as soon as they can dip fingers into food, water and dirt. Once they can hold a pencil or crayon, or use simple apps on a drawing tablet, they are ready to 'compose'! Reading follows a little later as they notice symbols and begin to associate them with spoken language.

There are many simple ways to encourage children to write:

a) Provide them with varied writing implements and materials to write on.
b) Encourage them to try to write letters and words.
c) Let them see you writing words and letters.
d) Encourage them to write their name, numbers and letters.
e) Let them see you writing and reading words at the same time.
f) Encourage them to write signs and labels

Rich experiences of early writing have an impact on language and learning generally, and certainly reading. Offering varied early experiences for writing is as important as reading to and with your children. Children who have rich early reading experiences will often be more precocious as writers.  Here are nine ways that early reading and writing are related.

Photo from TTALL Literacy Project

1. Being read to and reading oneself offers us a rich experience of story - I've written in other posts about the importance of story to life and learning (e.g. here). Harold Rosen once suggested that 'Narratives...make up the fabric of our lives...'.  Jerome Bruner and others have gone further to suggest that story is 'a fundamental mode of thought through which we construct our world or worlds.' And of course, story is fuel for writing. As children look at symbols in books, on walls, on TV and so on, they seek to copy them and make sense of what they are for.

2. Reading teaches rhyme, rhythm & word play for young writers -

From the earliest experiences of being read to, toddlers will be captured by rhyme, word play and the rhythm of language. And of course, sound and rhyme are so important for reading and writing. Many children's books make great use of the wonders of rhyme and word play. One of the masters of course was Dr Seuss. Few would not know 'There's a Wocket in my Pocket' and 'Hop on Pop' to name just two!

One of my favourite books for toddlers is Janet and Allen Ahlberg's classic 'Each Peach Pear Plum'.

"Each peach pear plum, I spy Tom Thumb. Tom Thumb in the cupboard. I spy Mother Hubbard".  Delightful!

And more recently, the master of the tongue twister Mo Willems has given us a number of wonderful books that demonstrate rhyme and word play. A recent favourite is 'Nanette's Baguette'.

Today, in the kitchenette, Mum tells Nannette that Nanette gets to get the baguette!

3. Reading offers models for writing - Reading also introduces us to varied ways to share a story, and how to start a story and end it. It helps us to learn how to develop a character, the art of description, humour, rhyme and rhythm. Once again, Dr Seuss is a master at such lessons.

4.  Reading & writing teach us about 'readership' -When children begin to have books read to them, and later begin to read for themselves, they realize that these stories have been written for them, the reader. Good writing requires a sense of audience, and stories read teach this. When children begin receiving letters, cards, or simply being shown print in their world, they begin to grasp that language isn't just to be received, but can also be created and shared with others as a writer.  They also learn that if you write for readers, and receive responses, that this is enjoyable and strengthens relationships.

An early letter from Elsie

5. Reading enriches language that 'feeds' writing (& vice versa) - There is no doubt that reading feeds children's writing. It introduces children to new words, novel use for old words, and the very important need to 'play' with language if you are to be a successful writer. Robert Ingpen's book 'The Idle Bear' demonstrates this well. It is essentially a conversation between two bears but it is rich in language and metaphor. He starts this way:

"What kind of bear are you?" asked Ted
"I'm an idle Bear."
"But don't you have a name like me?"
"Yes, but my name is Teddy. All bears like us are called Teddy." 

Later in the story a very confused bear asks:

"Where do you come from, Ted?"
"From an idea," said Ted definitely.
"But ideas are not real, they are only made-up," said Teddy. "You have to come from somewhere real to have realitives."
"Not realitives, relatives!" said Ted trying to hide his confusion.

Elsie's TV instructions

6. Reading introduces us to varied written genres - While children experience story from a very young age, reading also introduces them to the fact that language can be represented in different genres. Through reading at home and within their immediate world, children quickly discover that people write and read lists, notes, labels on objects, poems, jokes, instructions, maps and so on. Parents read and point out these varied text forms and eventually children try to use them.

My granddaughter Elsie's 'TV Instructions' (left), written aged five years, is a priceless set of instructions that she wrote for her Nanna just before she went to bed, so that Nanna could watch her favourite programs while babysitting.

7. Reading helps us to understand the power of words - Stories and other texts quickly teach children that words can have power. Signs give clear instructions in powerful ways - 'STOP', 'BEWARE OF THE DOG', 'CHILDREN CROSSING', 'KEEP OUT'. But well-chosen words express emotions too - "I love you", "It was dark and scary". Children also discover that words can do other things. With help they will enjoy discovering language forms like onomatopoeia, e.g. atishoo, croak, woof, miaow, sizzle, rustle etc.

8. Reading offers us knowledge - Children also discover that reading offers us knowledge that can feed writing. Without content there won't be writing. Books can captivate children and offer new areas of learning and interest. As they are read books, they also learn about their world. For example, they might discover that trees don't just have green leaves, but sometimes these leaves change colour, fall off and create a habitat for many creatures. Trees drop seeds which animals eat, offer shelter for animals, material to build homes and so on. But they are also homes for elves and animals that talk, places where strange lands appear regularly, and where a lost dragon might rest. Reading feeds writing with knowledge as raw material for writing.

9. Reading helps us to imagine and think - As children are introduced to varied literary genres and traditions, imaginations are awakened to the realms of fantasy, time travel, recreation of life in other times, the perils of travel through space. But at a more realistic level, reading can help young writers to imagine childhood in other places and times, 'within' the bodies of other people and with varied life roles. Through reading, children are given the examples and the fuel to imagine and write about themselves in the shoes of others, sharing their life circumstances as well as their challenges, fears and hopes.

Place, Folklore and Play

The tree where I played as a child

Can you recall a special place where you played as a child? An object, structure or piece of equipment that always seemed to be a point at which children would congregate? As a child I can remember many such spaces. There was a narrow strip of ground between the southern side of our house and a low fence. It was a place to hide, and the site of numerous 'lean-to' cubbies. And it was a place of imaginary play alone, and sometimes a place to share secrets and stories with others in our 'clubhouse'. I can recall a tree over-hanging the creek near my house as a child where we spent hours climbing it, jumping off it and talking under it. The photo opposite taken in recent times show that it still has the same use 50 years later. I can also recall a line of seats around a large gum tree on our school playground which we'd jump, use as balance beams, and use as the walls of a great imaginary fort holding out the enemy forces closing in as part of lunchtime battles.

What games did this site once host?

Have you ever noticed that some spaces attract children and others seem to repel them? Some park playgrounds seem to work and others leave children disinterested? There is a special relationship between space, objects and children's play. 

A school Principal and a researcher on play made an interesting discovery at a Melbourne school recently. As part of the development of a new masterplan for the school playground the researcher discovered that an unusual structure near the front gate of Princes Hill Primary School had special significance. It is made of steel and timber, and looks like a long disused bike stand.  But while the structure was inconsequential (and probably ready to be removed), at lunchtime it would be the site of an unusual game. A group of pupils would gather around it to begin a ritual that it would seem has been going on in this school, at this place, using this object, for generations.

They call the game 'Cat and Mouse'. The researchers found that while it has similarities to other games of chasey, there are unique elements.  The children form a circle and one child chants the traditional counting rhyme "Dip, dip" to see who will be "it". But the game is only ever played around the unusual structure. The structure is well worn, with metal railings polished to a shiny brilliance by generations of children. And yet, the exact purpose originally is now unclear. But for 'Cat and Mouse' the rules are clear. Grade 6 students have been teaching them to the Prep (Grade 1) children for generations.

As I said in a post on the imagination some months ago, imagination and creativity are fundamental to human advancement and are qualities to be valued and nurtured. It is important not to constantly constrain and conform our children with a resultant loss of originality, innovation and discovery. The example at Princes Hill Primary School is a good reminder of why we need to remember this.  

I have quoted John Holt before, but I want to do it again, because he expresses this point so well: 

What children need is not new and better curricula but access to more and more of the real world; plenty of time and space to think over their experiences, and to use fantasy and play to make meaning out of them; and advice, road maps, guidebooks, to make it easier for them to get where they want to go (not where we think they ought to go), and to find out what they want to find out. (John Holt, 1981)


Other links and posts

You can read the newspaper report on Princes Hill Primary HERE
'Stimulating Children's Imaginations' HERE
Story on June Factor and the Australian Children's Folklore Collection HERE
'Australian Children's Folklore Collection' HERE


Dr Ken Ginsburg & Dr Marilyn Benoit Speaking on Play

What rappers can teach us about language

Have you ever taken the time to think about how complex the English language is and how challenging it is for the young and the non-native speaker? Spoken language is tough enough, but reading and writing English are even more tricky. I can remember 25 years ago teaching teachers about literacy and demonstrating the complexity of literacy by using the example of the word 'run' and some of the many alternative meanings - 37 different meanings in fact! Here are some of these meanings in context for the same letters and sounds:

He went for a run
I had to go into the chicken run
He scored a run [that's how we score in cricket]
She had a run in her stocking
His nose began to run
Could you run up to the shop please?
He had the run(s) [sorry, an Australian colloquialism for diarrhoea]
Run you finger under the word
Can I take the car for a run?
The engine seems to run well.

As I shared in a previous post 'English the inventive language' (here), English is also a language that is constantly changing and expanding. I suggested in the post that word "...'play' is important for children's language and literacy development... (we) ...need to encourage creativity and inventiveness... children (need to be) encouraged to experiment and have fun with language." I love playing with words with children and they love it too - inventing words, rhyming words, using words in ambiguous ways and drawing attention to the ambiguity, using words in a different context to show how meaning can vary, using crazy sounds to make invented words and so on.

We need to immerse our children in a rich environment where language is demonstrated in all its complexity, where new words are shared, and where rhyme, rhythm and word play are encouraged. Rappers may well sing about some dark subjects at times, but the way they play with words and sound can teach us some basic lessons about language. Here is a funny example that will amuse, but will hopefully still make its point.

Australian Christiaan van Vuuren contracted tuberculosis while he was in Argentina late last year. He didn't know he had the disease until he returned to Sydney and was diagnosed and then quarantined in a hospital for 23 days. He shot the video below and posted it on YouTube while he was confined. In his words:

"I aint sick in the sense of being sick,
but sick in the sense of being sick sick"

To Sum up

• Language is constantly changing
• English is a very adaptable language
• Playing with language is a common and desirable thing to do with one's language
• Language play and inventiveness is good for children's language development, creativity, thinking ability, reading and writing
• We need to immerse our children in a language environment that is rich in spoken language, writing, reading, poetry, rhyme, music, drama, invention and creativity
  

Related posts

'English the inventive language' (here)
'Key Themes in Children's Literature: Humour' (here)
'20 Fun Language & Thinking Games for Travellers' (here)