Kim (2026) argues that when we understand the connections between reading and writing it has profound implications on how we assess, teach and support students. This post provides an overview of Kim’s article in which she provides a synthesis of recent research and the application of this research to teaching.
The Science Behind the Reading-Writing Connection:
- A 2024 meta-analysis showed a .72 correlation between reading and writing (i.e., students who performed well in reading, performed well in writing and vice versa).
- The Interactive Dynamic Literacy Model (see diagram below) demonstrates the shared connections between reading and writing skills and knowledge.
- There are four key characteristics that explain the interaction between reading and writing:
- Hierarchical Relationships: Lower-order skills provide the foundation for higher-order skills and a weakness in one foundation skill (e.g., phonological awareness) can negatively impact on higher level literacy achievement (e.g., ability to read and spell at a word level and this in turn impacts on reading comprehension and writing composition).
- Interactive Relationships: Reading and writing development is bi-directional- writing instruction improves reading and reading comprehension and reading instruction improves spelling and written compositions.
- Dynamic Relationships: The reading-writing relationship varies systematically-
- At a grain-sized dimension (e.g., word reading and spelling have a .92 correlation),
- Across development phases (e.g., the correlation between word reading and spelling and reading comprehension and written composition is stronger in the earlier years of schooling),
- According to orthographic characteristics (e.g., word reading and spelling correlations are stronger in languages with an alphabetic system),
- And depending on how reading and writing skills are measured (e.g., multi-choice comprehension assessments provide different scores to those using cloze tasks).
- Consequences of Reading-Writing Connections:
- Word reading and spelling difficulties co-occur.
- Reading comprehension and written composition co-occur.
- Dyslexia is also a writing disability.
Implications of Reading-Writing Connection
- Leverage assessment data in both reading and writing. Students should be assessed in both domains:
- Identify shared strengths and weaknesses.
- Identify unique patterns (i.e., specific weaknesses and strength in the two domains).
- Monitor progress in both domains (provides a more complete picture).
- Teach shared foundation skills.
- Integrate reading and writing instruction.
- Provide separate reading and writing instruction to address specific areas of weakness.
The research reveals that reading and writing skills are strongly related, but not identical. An understanding of this relationship can assist educators in designing efficient and effective literacy instruction.
Reference
Kim, Y-S. (2026). Empowering literacy instruction: Understanding and applying the science of reading-writing connections. The Reading League Journal. 7(2), 4-12.