The Reading and Writing Connection

Writing

Reading

Children appear to be more likely to derive learning benefits across

reading and writing when they understand that a connection exists.
Reading is the receptive side of knowledge, while writing is the
productive side. Thus, reading and writing are reciprocal processes.
Writing skill is a predictor of academic success along with reading
comprehension.
Reading Research in Action, 2008

Reading + Writing = Literacy

Each skill contributes to the other.
Both skills enhance engagement and reasoning.
Reading and writing involve using knowledge of language structure, including
word structure, and text structure (syntax and style).
~Reading Research in Action, 2008.

Traits of proficient readers

Make connections
Self-question
Visualize
Determine importance
Make inference
Synthesize
Monitor comprehension

How do the reading traits translate

to writing?
1.

Make connections

2.

Self-question

3.

Visualize

1. Connects to topic/thesis
2. Writing process/organization
drafts
3. Creates a picture/plan

4.

Determine importance

4. Must determine the

evidence/supporting details

How do the reading traits translate

to writing?
1. Make inference

1. Audience, readers
concerns, counterarguments

2. Synthesize

2. Research/include/creat
e

3. Monitor comprehension

3. Diction, syntax,
cohesiveness

Pillars of Reading
EARLY LITERACY

ADOLESCENT LITERACY

Phonics

Vocabulary

Phonemic Awareness

Advanced Word Study

Comprehension

Comprehension

Fluency

Fluency

Vocabulary

Motivation

What does the research say?

Reading and writing are interdependent processes that are
essential to each other and mutually beneficial.
Reading and writing should occur naturally to construct meaning
in everyday situations.
Reading and writing are clearly related, and each has been
shown to benefit from instruction addressing the other.
~McCardle, Chhabra, & Kapinus in Reading Research in Action, 2008

The Integration of Language Arts

Instruction
Reading and writing can be described as parallel processes.
There is a connection between what readers do and what writers do.
Writers want to give information and readers want to seek information--metaphorically, readers and writers meet at the text.

Why teach the two together?

You will note that many of the terms and concepts found in the
reading standards are also included in the writing standards.
Writing is closely related to reading, and the two can reinforce
each other, with writing both enhancing and demonstrating
reading comprehension in all content areas.

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How do we help our students develop

and use these habits ?
Model it!
Teachers need to practice Read Aloud Think
Aloud (RATA) in class.
This involves reading aloud a small portion of text and modeling (or thinking
out loud) the strategies that you use to comprehend text.

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How do we help our students develop

and use these habits ?
Model it
Teachers need to practice Read Aloud Think
Aloud in class.

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Addressing the Standards through

the Reading and Writing Connection
To teach narrative writing, read and discuss several narrative pieces with
students before they write.
To teach persuasive writing, read and discuss several persuasive pieces with
students before they write.
To teach technical writing, read and discuss several technical pieces with
students before they write.
To teach expository writing, read and discuss several informational pieces with
students before they write.
THIS WILL HELP THEM EXPLORE THE COMPONENTS OF THE DIFFERENT
GENRES.

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References
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Literacy-Reading.aspx
McCardle P, Chhabra V, Kapinus B.Reading research in action: A teachers guide for student success.Baltimore, MD:
Brookes; 2008.
NICHD. (2000.) Report of the National Reading Panel: Teaching Children to Read: An Evidence-Based Assessment of the
Scientific Research Literature on Reading and Its Implications for Reading Instruction: Reports of the Subgroups. Washington,
DC: National Institute of Child Health and Human Development.
RAND Reading Study Group. (2002). Reading for Understanding: Toward a RAND Program in Reading Comprehension. Santa
Monica, CA.: RAND.
Snow, C., and Biancarosa, G. (2003). Adolescent Literacy and the Achievement Gap: What Do We Know and Where Do We Go
From Here? New York: Carnegie Corporation of New York.
Snow, C. E., Burns, M. S., and Griffin, P. (1998.) Preventing Reading Difficulties in Young Children. Washington, DC: National
Academy Press.