Writing is the primary means by which we communicate and yet there has been comparatively little attention given to it in terms of research, policy development and practice.
Gerde and Bingham (2026) provide an overview of the current research on early writing and how it can be effectively supported. This post provides a synopsis of their article.
There is no doubt that writing is a complex process involving the co-ordination of language, motor skills, cognition and social systems. It also does not develop in a linear manner with children first developing skills for letter formation and spelling and then generating ideas and composing.
Early writing is:
- A multicomponent process – it is a process of communication, not just a purely mechanical skill.
- A skill composed of handwriting, spelling and composing
- A skill that develops in a non-linear manner which varies across children and is context-dependent
- Writing component skills are related and build on each other over time, but develop at different rates and are not fully integrated.
- Writing development is shaped by a child’s individual skills as well as the instructional environment and adult support.
Supporting early writing development:
- Provide a variety of materials that reflect multiple writing purposes
- Write more and write throughout the day
- Explicitly connect reading and writing opportunities
- Establish explicit opportunities to compose
- Model the writing process
- Provide instructional scaffolding to support all writing skills
- Assess all writing component skills
Reference
Gerde, H., & Bingham, G. (2026). The science of early writing: What we know, how it develops, and how to support it. The Reading League Journal. 7(2), 30-38.