Understanding the Intersection of Reading and Writing Through Three Analogies

The relationship between reading and writing is a complex and multifaceted one. AIM Institute’s 2024 Research to Practice Symposium examined the intersection of reading and writing to provide educators with insights for classroom practice. 

In this blog, we discuss three key analogies from Symposium moderator Dr. Katie Pace Miles’ presentation, illustrating how the fundamental skills of reading and writing intersect and diverge in the landscape of learning.

1. Reading and Spelling: Two Sides of the Same Coin (Linnea Ehri)

The first analogy from Dr. Katie Pace Miles’ presentation comes from Dr. Linnea Ehri, who compares reading and spelling to two sides of the same coin. This comparison underscores the intimate relationship between the ability to decode (read) and encode (spell) words. While it's a common observation that students may excel in reading yet struggle with spelling, this analogy points to a deeper link between these processes. Dr. Katie Pace Miles discusses how research suggests a moderate to strong correlation (ranging from 0.5 to 0.9) between reading and spelling abilities, highlighting that although they are distinct skills, they share a significant common ground. This analogy emphasizes the need to recognize and leverage this relationship in educational strategies, acknowledging that proficiency in one area can potentially bolster the other, despite the observed variance and instances of skilled readers with poor spelling capabilities.

2. Drawing from the Same Well of Knowledge (Timothy Shanahan)

The next analogy that Dr. Katie Pace Miles highlights is from Dr. Timothy Shanahan. His insightful comparison suggests that reading and writing draw from the same well of knowledge. This perspective sheds light on the shared foundation underlying both skills, emphasizing the interconnectedness of reading and writing instruction. 

Here, Dr. Katie Pace Miles emphasizes a crucial opportunity in education: explicitly connecting the reading skills taught with their applications in writing. By recognizing that teaching reading inherently involves teaching writing skills, educators can more effectively use limited class time to enhance students’ proficiency in both areas. This analogy calls for a more integrated approach to teaching these skills, encouraging educators to make explicit connections between reading and writing activities.

3. The Iceberg of Reading and Writing (Young-Suk Grace Kim)

The final analogy that Dr. Katie Pace Miles discusses comes from Young-Suk Grace Kim, who compares reading and writing to the tip of an iceberg. On the surface, reading and writing might appear as distinct activities, but beneath this lies a vast foundation of underlying cognitive and language skills. This analogy highlights the complexity of reading and writing as manifestations of the same set of skills, which can manifest differently in students. It underscores the importance of recognizing and addressing the unique challenges and idiosyncrasies that each student faces in developing these skills. By understanding the foundational abilities that both reading and writing rely on, educators can tailor their teaching strategies to better support students' individual learning needs.

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About AIM Institute: The AIM Institute for Learning & Research® is a non-profit center for educational excellence and professional development, providing educators with the latest research, technology, and best practices in the fields of literacy and language-based learning disabilities.