For most children writing comes after reading. We teach them to recognise words, letters and sentences and then gradually encourage them to imitate what they see, hear and imagine.
And as they continue to progress it is axiomatic that the more they read the better they will write – in every sense. The ideas and even grammar and spelling will flow more readily if the young learner is already steeped in the printed word, whether they are reading independently, being read to or a combination of both. This is
