An analysis and comparison of theoretical models of the reading–writing relationship.

Abstract

This study compared and evaluated three alternative theoretical models of the readingwriting relationship. The reading dimensions of these models included word analysis, vocabulary, and sentence and passage comprehension components. The writing dimensions included spelling, vocabulary, sentence structure, and story organization components. The models differed with respect to the sequential orderings of relationships of the reading and writing dimensions. The interactive model permits the use of reading knowledge in writing, as well as the reverse. The other models (reading-to-writing; writing-to-reading) only allow knowledge to move in a single direction. These models were evaluated on their ability to account for the relationships found in an extensive corpus of reading and writing data collected from 256 second graders and 251 fifth graders (Shanahan, 1984). The interactive model fit the data better than did the reading-to-writing model at the second-grade level and the writing-to-reading model at both grade levels, and the reading-to-writing model was superior to the writing-to-reading model. Specific relationships are examined, and pedagogical and research implications are drawn.

Writing quality predicts Chinese learning

“…On a more comprehensive level of reading (including both word reading and text comprehension) and writing (including both handwriting and written composition), there have been a number of research studies on the writing-reading, reading-writing relationship and interaction in the English language (e.g., Berninger, Abbott, Abbott, Graham, & Richards, 2002;Fitzgerald & Shanahan, 2000;Graham, 2006;Shanahan & Lomax, 1986). Correlational analyses of measures of reading and writing indicate that approximately 50 % of their variance is shared.…”

Students’ Specific Comprehension Skills in English Based on School Locations, Grades, and Gender

“…In terms of grades, it is logical that those who are from higher grades would likely to have higher achievements, that is the higher the grade-level of students, the better their comprehension achievement will be (read Shell, Bruning & Colvin, 1995;Rafhael & Au, 2005;Shanahan, 1984;Shanahan & Lomax, 1986). Although in Indonesia, school students are commonly grouped based on their age not on their ability, exposure to English and learning experience that students have received may have an impact on their academic development.…”

Do Children Who Read More Books Know “What is Good Writing” Better than Children Who Read Less? A Comparison between Grade Levels and SES Groups

“…These findings suggest that, during the school years, a greater amount of knowledge is transferred from reading to writing than from writing to reading. Although the importance of reading to the development of writing is unquestioned, only a small number of researchers have investigated the reading-writing relationship among students in different grades at all levels of schooling, including the elementary grades (Fitzgerald & Shanahan, 2000;Shanahan & Lomax, 1988). This research attempted to provide additional understanding of these critical relationships.…”

“…This paper expands on the previous body of research by examining the possible relationship between children's book reading experiences out of school and their cognition or knowledge about what is considered "good writing," as well as their self-efficacy for writing-that is, their feelings about their capability for writing well. In keeping with the extant literature (Fitzgerald & Shanahan, 2000;Nelson & Calfee, 1998;Reutter, 1993;Shanahan & Lomax, 1986;Stotsky, 1983), we assume that reading and writing are connected and that they share similarities in knowledge and representation, both of which are the basis for these two activities. Similarly, we also assume that school children at different grade levels have different preconceptions or knowledge about what they are expected to do when they write.…”