IMPROVING COMPREHENSION FOR WRITING USING THE SOUNDS OF WORDS AND WIDE READING

Readers are writers, and writers are readers. Natural readers enjoy reading widely, often at an early age. They comprehend the words and the text, commit words to automatic recognition, and use the comprehension/recognition area to figure out words in context as they read. As they read increasingly more well-written texts, they learn the principles of English grammar. Thus they are able to comprehend and write well themselves.

The Sounds Of Words is a universal word, explicit teaching, concrete, multi-sensory, applied phonics, reading intervention. So, when struggling learners attempt to read widely, the strategy is available to help them be able to do so. Any unknown word is explicitly, concretely, and multi-sensorily decodable, for the text they are reading. And as they continue to read widely, they are able to use the same process as that of the natural reader.

So, in order to understand and learn the irregularities of English words and grammar, students should read widely. Then when taught grammar and spelling, they will have the foundation to learn and practice good writing. Increasing wide reading and writing practice will lead to good writing skills.