Write 2 Read

Write to Read (W2R) is a course designed for teaching Spelling, writing and reading. W2R develops a system of skill building for Foundational Literacy Skills that rely on multi-sensory perceptual work, breaking dowm the complex reading and writing system into small units of understanding. The philosophy of the program is based on: multi-sensory learning, children being empowered by learning, encouraging analytical thinking, requiring quality work children are proud of, articulation of knowledge, children becorne in control of learning. children become independent learners, understanding needs of students with learning difficulties.

Philosophy

W2R is based on multi-sensory learning of essential skills in all instructional literacy areas: listening, speaking, spelling, reading, writing, handwriting and comprehension. Using the Write To Read method teachers employ highly effective strategies for instruction which develop their teaching style as well as assist in the organisation of their classroom.

Quality professional learning is provided by an expert Literacy consultant (Marian Dunne) to increase teacher knowledge in the use of our linguistic system of English resulting in more targeted teaching, more explicit and powerful teaching conversations and a greater ability to tailor teaching to individual needs and developmental stages of learning for students.

Phonological Awareness skills such as segmenting, blending, analysing and manipulating sounds are taught and learned skills. Teachers focus on the need to distinguish between ‘phonics’ as a teaching method and ‘phonics’ as a critical component of literacy that all children require to become effective readers and writers. i.e. teachers are learning to teach the necessary phonic information without using fragmented, lockstep, drill based teaching methods and students learn how to use ‘sound’ as a spelling strategy.

Method

W2R is based on worldwide research that identifies the following essential areas: phonemic awareness, explicit phonics, fluency, vocabulary and comprehension as being critical for successful literacy instruction. Romalda Spalding’s book, ‘The Writing Road to Reading’ is a valuable resource. It is a total language approach that uses explicit instruction to teach ALL students the skills essential for success in listening, speaking, spelling, writing and reading. The Write To Read method consists of instruction in the three elements of Spelling, Writing and Comprehension.

Spelling instruction consists of three parts: phonograms, vocabulary and spelling/language concepts. Students learn the 70 symbols called phonograms, which represent 45 common English speech sounds, by hearing, saying, seeing and writing them, until this reaches automatic recall. Students are taught to analyse each word using a marking system and to articulate any rules encouraging higher level thinking skills. Rules are essential to aid spelling and/or correct pronunciation of words. Students understand ‘how words work’.

In writing instruction, students learn the critical attributes of sentences and by teacher modelling come to appreciate what makes quality sentences. They learn about related sentences, and then build sentences into paragraphs and passages composing both narrative and informative paragraphs.

During comprehension instruction, students learn to enjoy quality literature and analyse the characteristics that make a piece of writing exemplary. They learn that authors write for different purposes and organise their passages differently according to their purposes. They also learn five specific mental actions that are necessary for comprehension of any type of writing.

Monitor their own comprehension (vocabulary, use a dictionary)
Make connections (with what they know/have experienced)
Predict, test hypothesis (who do they expect?)
Mentally summarise
Reformat information

Results

Our Journey: Since 2008, the School Principal, Mr David Foley committed to train all staff in the Write To Read (W2R) literacy method as a strategy to further embed the essential components for successful literacy instruction.

Before this, we had introduced a direct instruction program named, Spelling Mastery (Years 1–4) and observed an immediate and noticeable improvement in our spelling data both for NAPLAN and teacher judgement at these levels. With W2R, the greatest improvement has been in the reduction of the number of students performing below the expected level. This pattern of reducing the tail at the lower end of the achievement scale is particularly pleasing.

Since 2010 our students have scored exceptionally higher than the state and like school groups at the 10th percentile – indicating our lowest 10% of students are significantly outperforming the lowest 10% of students in state and like school groups. Student performance in the mid range and the top end of the scale have made significant growth as well.

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More information on the academic achievements of Eltham North Primary School can be found the Australian Federal Governments My School Website.

ACARA My School

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Essential components

1. Phonemic Awareness

The understanding that spoken words are made up of a sequence of sounds and the ability to identify these sounds to blend and segment e.g. p/o/t = pot (blend) , pot = p/o/t (segment).

Testing children's phonemic awareness was found to be the best indicator of those students at risk of reading difficulties.

In Write To Read, phonemic awareness is explicitly taught through:

explicit phonemic awareness activities;
oral phonogram review;
written phonogram review;
spelling dictation lesson.

2. Explicit Systematic Phonics

The understanding that the sounds of our language are represented by written symbols (code)
Improves word recognition, spelling and reading comprehension- most effective when started in prep/first class
Needs to be taught explicitly and practised to automatic recall
The ability to decode words is the essential foundation of reading - to free the mind to concentrate on meaning.

In Write To Read, Systematic Phonics is explicitly taught during:

sound-symbol matching activities
oral phonogram review
written phonogram review
spelling dictation

Students are explicitly taught to say and write 70 symbols (phonograms) for 45 speech sounds and blend phonograms into whole words. Students are explicitly taught to make the sound-symbol connection in words.

3. Fluency

Children need to be able to decode automatically to read fluently. This is essential for comprehension. Students need practice in guided oral reading with teacher modelling fluency and expression. Repetitive oral reading of same text was found to be beneficial.

In Write To Read, Fluency is taught through:

reading for spelling and reading in spelling dictation
reading own sentences using spelling dictation words using phrasing and expression
reading own compositions
teacher modelling fluency and expression during oral reading

4. Vocabulary Development

Is essential to gain meaning from text (comprehension). Needs to be taught directly and indirectly. Students need multiple exposures to words in different contexts.

In Write To Read, Vocabulary development is taught:

during vocabulary development lesson
during writing lesson, constructing oral/written sentences
during reading lesson
oral comprehension
when teacher models comprehension strategies (context clues)
with exposure to good quality literature

5. Text Comprehension

Explicit teaching of comprehension strategies

In Write To Read, Comprehension is taught through 5 Mental Actions:

monitor comprehension
make connections
predict type of text and events
reformat information
mentally summarise
Literary analysis
Identifying Text Structure

6. Teacher Training

To improve reading instruction, all of the above essential components are an integral part of teacher training. This training involves:

Certificate I 'Introduction to Write To Read'

The Spelling Lesson, phonograms, handwriting, language rules
identifying students at risk

Certificate II 'Intensive'

The Spelling Lesson, Vocabulary Development, Introduction to
Fluency, Vocabulary and Comprehension/Reading lessons.

Certificate III 'Advanced course' in Writing

Download our W2R Diagram

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