The impact of writing instruction on learning to read

Abstract

A review of the literature concerning the relationship of learning to read and learning to write. Special emphasis is given to those aspects of writing instruction or activity which may have a positive impact upon learning to read. A critical examination of several studies reveals that reading and writing are, indeed, related; and, that, at least under some conditions, writing does seem to influence reading development. Literature pertaining to the word recognition, comprehension, and affective dimensions of this relationship is examined. Although the available research does not indicate precisely how writing influences reading ‐ or the best ways to take advantage of the overlap for instructional design, six tentative instructional recommendations are made. Included are suggestions as to when writing instruction should be initiated, how spelling and grammar should be dealt with, and the types of assignments and activities which are most apt to stimulate reading growth.