![]() ![]() articulate or rehearse their thoughts, talking and drawing about what they want to write. ![]() Although there has been conflicting research on whether spelling follows a developmental progression (see, for example, Daffern 2017 for discussion), it is widely accepted that a young literacy learner must draw on their growing control of phonological awareness, orthographic and morphological knowledge to be a successful writer (Daffern, 2018). Goswami (2014) argues that it is through the motivation of young literacy learners to write down their thoughts that the development of phonological awareness truly occurs. It is during this process where students see the direct link between hearing and identifying phonemes and matching to graphemes. The act of composing requires early learners to bring their knowledge of letters and sounds to the fore to enable a purposeful message to be written. In doing so, early literacy learners use their knowledge of letters to decode or encode words as they draw on their phonological knowledge (the ability to identify the sound structure of words which encompasses rhyming patterns, stress patterns and manipulation of sounds in words) (Goswami, 2014). Similarly, early readers assimilate the structures and features of texts as they read and can draw on this knowledge when they compose (Hill, 2015). As early writers invent spelling to represent words, they are contending with sound-letter relationships and concepts of print. The reciprocal relationship between learning to read and learning to write has been well documented (Clay, 1998 Hill, 2015). ![]()
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