S5 E10 Research to the Classroom - Connecting Reading and Writing Part 2 (Practical Application)

The Structured Literacy Podcast

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In this second installment of the research to classroom series on connecting reading and writing, Jocelyn presents five evidence-informed strategies for integrating literacy instruction to achieve stronger student outcomes. The strategies include integrating reading and writing in phonics instruction by having students both read and spell words with target patterns, using rich texts as foundations for text-based units that explicitly teach writing craft alongside comprehension, distributing writing opportunities across the curriculum to deepen content learning while improving writing skills, ensuring prerequisite skills like handwriting and spelling reach automaticity to free cognitive resources for higher-level processes, and using hierarchical frameworks that build from foundational skills to complex literacy abilities.

Jocelyn emphasises that this integrated approach creates literacy instruction like a "permaculture garden" where everything serves multiple interconnected purposes, making instruction more efficient than separate reading and writing blocks while recognising the shared foundations that support both skill sets.

Are your students good readers, but poor spellers? If so, you are not alone. Spelling Success in Action addresses phonics, orthography, and morphology to give students a well-rounded understanding of how our language system works.
Find out how you can help your students move beyond guessing and memorisation at https://www.jocelynseamereducation.com/spelling2

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Fejezetek

1. Welcome and Introduction (00:00:00)

2. Strategy 1: Integrate Phonics Instruction (00:03:18)

3. Strategy 2: Rich Texts as Foundations (00:07:25)

4. Strategy 3: Distribute Writing Throughout Day (00:10:05)

5. Strategy 4: Teach Skills to Automaticity (00:12:22)

6. Strategy 5: Hierarchical Framework for Literacy (00:14:45)

7. Bringing It All Together (00:17:19)

8. Next Steps and Conclusion (00:20:05)