Reading and writing - influences on each other

The Reader in the Writer - Myra Barrs and Valerie Cork - this is an interesting and inspiring book based on research about what impact teaching children’s literature would have on the development of children’s writing...



1. What do children take from their reading of literary texts and how do we know? How does what you read influence your writing?
Used samples of writing throughout the year – to track progress, and changes, development in the children’s writing. Encouraged children to move out of their usual style of writing – tried out new language, found that students "took on the language of the text they were reading.”

• Children’s knowledge of writing styles extends both their writing and their reading. Here the role of reading aloud is very important – students need to hear the words. Parallels with ELP Chapter 5, page 112.

2. How far do certain classroom practices support children in learning about writing from literary texts?
Researchers used questionnaires, classroom observations, individual case studies, drama.
Most effective practices identified were:

• Reading aloud “brought to life by skillful reading aloud.” Reading aloud “makes the writer’s voice resonate in classrooms.”
  
• Discussions around the text after reading aloud
  
• Drama work around texts – led to strongly imagined writing in role
  
• Planning writing – but not too prescriptive
  
• Building in response and collaboration - working in pairs – sharing and helping each other with their writing. Reading your own writing aloud is important – need to listen to your writing to work on it.
  
• Sustained writing time – look at fewer texts more closely.

3. Are the experiences which help children to develop as writers the same as those which help them to develop as readers?
Less evidence gathered here – but suggested strongly that children’s reading was developing alongside their writing. Children much more aware of the texts they read and styles, narrative voice – curious about the way they were constructed.

4. What kinds of literary texts are particularly supportive to children learning to write?
Researchers gathered lists of books that had been used by classes and some books were used by all classes. Findings were:

• Traditional tales – demonstrate patterns and structures of narrative
• Poeticised speech
• Emotionally powerful texts – books which elicit a strong emotional response – helps children to take on another viewpoint.
  

For more information see http://www.clpe.co.uk/researchandprojects/research_01.html

What are the implications for teachers? Library teams?
Which books have you found useful to inspire and develop student’s writing?