The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving…

As reading and writing are both language processes, one can assume relationships between them, but the exact nature of these relationships has not yet been determined. While a large body of research has addressed reading comprehension and written production independently, very little investigation has examined the possible relationships between…

Compares the number and type of implanted errors corrected by high school and college subjects working on two different texts under three different conditions. Finds that the biggest stumbling block in correcting errors was not the knowledge of how to correct them, but rather a failure to detect them. (RS)

Finds that the writing system and the reading system share many of the same orthographic, phonological, and working memory subprocesses but that the patterns of concurrent relationship between these subprocesses and writing and between these subprocesses and reading differ. Suggests that writing and reading draw upon the same as well as unique…

Applies theoretical reasoning concerning transitional knowledge to a problem in literacy development. Examines a longitudinal data set composed of 46 children each of whom completed 6 stories over a 2-year period. Suggests that detecting children who are in transition for emergent to conventional literacy has critical implications for classroom…