SLAM: Writing and reading in an engaging way, tailored to young teens

How can reading and writing reinforce each other in the classroom? This research develops inspiring practices for engaging language tasks in primary and secondary education.

In short
This practice-based research explores how reading and writing pedagogy can reinforce each other in primary and secondary education. Together with four Flemish schools, we co-create engaging reading and writing tasks for language and subject teachers alike.

Need and relevance
Reading and writing are essential for full participation in education and society, yet many Flemish pupils fall short of expected levels. Teachers need guidance to design meaningful language tasks. While reading instruction is well studied, the connection between reading and writing and practical writing pedagogy remains underexplored.

From approach to impact
We begin with a network and document analysis to map existing expertise, good practices and policy frameworks, including a look at Ireland’s curriculum reform. In four schools, we co-design and test engaging language tasks through a methodological mix of design-based research and reflective experiential learning. School-wide teams of language and subject teachers, support staff and leadership are involved. Finally, we explore in a cross-school focus group how such tasks support the transition from primary to secondary education. The outcome? Actionable design principles and a professional development offer for language-rich teaching.