Reading and Writing Relations and Their Development

TLDR

The study reviews the historical examination of reading and writing relations and notes that their interdependence evolves as learners acquire skills. The article aims to investigate why reading and writing may be separable and to develop a developmental model of their relationship. The authors outline a preliminary developmental framework describing how reading and writing interact over time. Research indicates that reading and writing rely on analogous mental processes and isomorphic knowledge, which the authors categorize into four basic types, and the developmental model offers theoretical and practical implications.

Abstract

A brief retrospective is first provided on the study of reading and writing relations. Next, it is suggested that research has supported the theoretical contention that reading and writing rely on analogous mental processes and isomorphic knowledge. Four basic types of shared knowledge are delineated. Then, reasons are articulated about why it is also important to consider the separability of reading and writing. Further, over time, as reading and writing are learned, the nature of their relation changes. A description is then offered of a preliminary developmental outlook on the relation of reading and writing. The article concludes with theoretical and practical implications for use of a developmental model.