There is evidence that spelling and reading and writing offer mutual enhancement, and that the physical act of writing has benefits for beginning reading:
“The implication of the direct path finding is that instruction in word recognition skills will transfer more to handwriting than instruction in handwriting skills will transfer to word recognition. Instructional research is therefore needed to evaluate whether covariances or direct paths best characterize the relationships between handwriting and word recognition in literary instruction. This research is especially needed because multisensory approaches to language remediation (e.g., Birsch, 1999) tend to assume that integrating handwriting with word recognition instruction facilitates the learning of word recognition. However, the results for the direct paths in both structural models yield evidence of bidirectional, reciprocal relationships between word recognition and spelling. Training spelling should influence word recognition and training word recognition should influence spelling” (p.45). … This phenotypic study (see Berninger, Abbott, et al., 2001, for additional details about method and findings) provides additional support for the claim that reading and writing systems draw on common as well as on unique processes (cf. Berninger et al., 1994; Fitzgerald & Shanahan, 2000). (p.48)
Berninger, V.W., Abbott, R.D., Abbott, S.P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, 39-56.
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