The Reading & Writing Connection

The Reading and Writing Connection in Dyslexia Intervention

When supporting a student with dyslexia, reading and writing are often viewed as separate challenges. But in reality, these two skills are deeply connected—and understanding that connection is essential to effective dyslexia intervention.

At Apricot Tree Academy, we’ve seen time and again how integrating reading along with writing instruction helps unlock true literacy growth for struggling learners. Here’s why this connection matters and how it works in a structured intervention setting.

Reading & Writing: Two Sides of the Same Coin

Reading and writing are both language-based skills that depend on many of the same foundational abilities, such as:

• Phonemic awareness (hearing and manipulating sounds in words)

   

• Phonics (understanding the relationship between sounds and letters)

   

• Vocabulary development

   

• Sentence structure and grammar

   

• Spelling and orthographic memory

   

When students learn to decode words in reading, they’re also building the skills needed to encode those words in writing. Conversely, when students work on writing words or sentences, they’re reinforcing sound-symbol relationships that support reading fluency.

Why the Connection Matters in Dyslexia Intervention

For students with dyslexia, reading as well as writing are often difficult because of challenges in phonological processing, memory, and sequencing. Traditional approaches may separate these skills, but structured literacy instruction—like the kind we use at Apricot Tree Academy—deliberately integrates them.

Here’s how a connected approach can help:

• Reinforcement through multiple channels: Reading a word and then writing it allows the student to process it through multiple senses (visual, auditory, kinesthetic).

   

• Improved retention: Writing helps “lock in” spelling patterns and sound-symbol connections, making them easier to recall during reading.

   

• Greater confidence: As students improve in both areas together, they begin to see themselves as capable learners.

   

What Does This Look Like in Practice?

In a dyslexia-friendly classroom or intervention setting, decoding (reading) and encoding (writing) are woven together in intentional ways. For example:

• After practicing a new phonics pattern while reading, students might write a sentence using words with that pattern.

   

• Spelling and dictation exercises follow phonics instruction, supporting encoding as well as decoding.

   

This type of instruction is systematic, cumulative, and multisensory—hallmarks of effective dyslexia intervention.

Final Thoughts

For students with dyslexia, literacy success doesn’t come from focusing on reading or writing alone. It comes from understanding—and teaching—them together. By building connections between the two, we give students the tools they need to become confident, capable communicators.

At Apricot Tree Academy, we specialize in interventions that honor this connection and support every student’s unique learning path. If you’d like to learn more about our approach or explore support options, we’re here to help.