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Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Armbruster, Lehr, and Osborn.  (2001). Put reading first:  The research building blocks for teaching children to read.  Jessup, MD: National Institute for Literacy.

Heckelman, R. G. (1969). A neurological-impress method of remedial-reading instruction. Academic Therapy Quarterly, 5(4), pp. 277–282.

Mehta, P. D., Foorman, B. R., Branum-Martin, L., & Taylor, W. P. (2005). Literacy as a unidimensional construct: Validation, sources of influence and implications in a longitudinal study in grades 1–4. Scientific Studies of Reading, 9(2), pp. 85–116.

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769), Washington, DC: U.S. Government Printing Office, pp. 13–14.

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Spelling is critical to reading and writing comprehension and communication.

Spelling related to reading is important because a strong reader is will decode sounds and be a better speller related to their ability to understand the importance of the letters in the words.
Spelling related to writing is critical based on the cognitive relationship between the two acts. A student who is not a strong speller will have a difficult time writing and and lose track of thought and word power while trying to articulate words (Mehta, Foorman, Branum-Martin, & Taylor. 2005).

As vocabulary develops a student will need to know how to use all pervious pillars to form and properly spell more complex words in writing and sound out words in reading. Having the ability to spell and make proper letter sound formations will make reading and writing an adventure and not a job.

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The larger a students vocabulary, both oral and print, the easier it is for them to make sense of words.

Reading can help develop vocabulary by listening and looking at printed text.
Writing can also help build vocabulary by writing sight words and building their exposure to the words they do not know. This is gainfully helpful also in offering repeat exposure to new vocabulary words (National Reading Panel. 2001)

Reinforcing vocabulary in instruction will build a more rounded reader and writer. It will expand knowledge across curriculum and in turn make it easier for students to write strong academic material as they move from grade to grade.

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Fluency is a students ability to read outloud with correct speed, accuracy, and expression without having to stop and decode each word. Fluency is directly related to the students reading comprehension and word recognition.

This can be supported during reading with activities related to cloze reading so students can follow along while teacher reads stories, students can be asked to participate in timed repeated reading, or students can ask to read aloud in a round robin type reading group. In writing, this can be supported by working on sentence structure, proper punctuation, and story writing (Heckelman. 1969).

The reinforcement of Fluency will support a strong reader. Helping a student to read fluently will build vocabulary, comprehension, and love of reading. In writing the student will be able to more completely support ideas and offer a piece of writing that always offers purpose.

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Phonics helps kids match sounds to letters or letter groups.

Teaching young children to decode letter sounds with early reading classics like Dr. Seuss Books and decodable words that can be read and written easily first and then harder irregular words second.
In writing activities, students might be asked to match words with same front sounds, same back sounds, or write words from short reading that have the same sound (Armbruster, Lehr, & Osborn. 2001).

Phonics instruction helps the reader to map sounds onto spellings. This ability enables readers to decode words. It helps students write by breaking down the phonetic sound of words as they write providing a strong skill in early writing.

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This is the ability to identify different sounds that make up parts of speech.

Word games, rhyming stories, and toung twisters can help reinforce this idea during reading instruction.
In writing, having the student write words they know, like their name, can support phonemic awareness (Adams. 1990).

Supporting this pillar of phonemic awareness supports the learner by offering a strong foundation of sounds that make up speech and the foundation for all communication both spoken and written. Making it easier for the student read also because learning these sounds will help support the learner in their early reading development.