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In this first episode of a new research to classroom series, Jocelyn explores the scientific foundation for integrating reading and writing instruction, moving beyond traditional separated literacy blocks toward evidence-informed approaches. Drawing on research from Fitzgerald and Shanahan's shared knowledge framework, Kim's Interactive Dynamic Literacy Model with its hierarchical structure of foundational skills supporting higher-level abilities, and Anderson and Briggs' work on reciprocal cognitive operations (searching, monitoring, and self-correcting), she demonstrates how reading and writing draw on the same underlying knowledge systems including meta-knowledge, domain knowledge, text attributes, and procedural knowledge. 

The episode traces six developmental stages from literacy roots through university-level synthesis, explaining why correlations between reading and writing skills change over time and emphasising that integrated instruction is more efficient than separated approaches because it supports rather than taxes working memory. 

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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