Presenter: Kathryn Thorburn

The research has long established a relationship between learning to read and learning to write. In fact, it is well documented that focusing on reading supports writing and that focusing on writing supports reading. But what does this look like in the classroom or in intervention [both school-based intervention or external clinic]? Do we simply segment our instruction into discrete sections as determined by the pillars of literacy instruction [phonics, fluency, vocabulary, comprehension and writing] or can it be intertwined? Join this practical session to explore current research as well as practical application with a focus on instruction and intervention for primary and early secondary school students.

1 CPD point