The Sciences of Reading and Writing Must Become More Fully Integrated

Steve Graham

164 citations0/0 files storedReading Research Quarterly

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Reading and Literacy Development Literacy and Educational Practices Writing and Handwriting Education

Abstract

Abstract Science has greatly enhanced what we know about reading and writing. Drawing on this knowledge, researchers have proffered recommendations for how to teach these two literacy skills. Although such recommendations are aimed at closing the gap between research and practice, they often fail to take into account the reciprocal relation that exists between reading and writing. Writing and writing instruction improve students’ reading and vice versa. Theory and evidence that support this reciprocal relation are presented, and implications for the scientific study of reading and writing, policy, and practice are offered, including the proposal that the sciences of reading and writing need to be better integrated.

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References

1991Handbook of reading research 2005Preparing teachers for a changing world: what teachers should learn and be able to do 2005Handbook of Writing Research 1962The Handbook of Research on Teaching 2000Reading and Writing Relations and Their Development 2018A Revised Writer(s)-Within-Community Model of Writing 2011Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading 2019Changing How Writing Is Taught

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2013Trends in Language Acquisition Research 2020The Science of Reading: Supports, Critiques, and Questions 2022What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia 2021What Matters Most? Toward a Robust and Socially Just Science of Reading 2022Discourse synthesis: Textual transformations in writing from sources 2023Reading and Writing Relations Are Not Uniform: They Differ by the Linguistic Grain Size, Developmental Phase, and Measurement

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