How can this be translated into the classroom? 

What does this mean for pupils with SEND?

Original article.

This paper introduces a new theory and model for teaching writing and reading.

The topic of how young children should be taught to write and read has long been a subject of extensive research, media attention, and educational policy focus worldwide. While there’s some agreement on the important elements for learning to write, there’s less agreement on how best to teach these elements.

Existing models often explain how children might learn to write but don’t always provide clear guidance on teaching methods.

The Simple View of Writing suggests that effective teaching must address multiple components of writing, including transcription (spelling and handwriting) and composition (ideas and organisation). Another writing model, developed by Hayes in 2006, includes not only the cognitive aspects of writing but also the social environment and the writer’s motivation.

While these models highlight important aspects of learning to write, they have limitations for teaching. For example, some models wrongly assume that reading and writing are unrelated (though not the Interactive Dynamic Literacy Model!).

The historical focus on teaching reading over writing might be why their interconnections have too often been overlooked