Some will say this is so obvious that it goes without saying … and I would tend to agree, but I think it’s one of those studies that allows us something to point at with authority to those that don’t get it.
From the National Writing Project web site:
From the NWP web site:
“The majority of American students still do not read or write well enough to meet grade-level demands, and poor literacy skills play a role in why many students do not complete high school.
To help reverse that trend, the authors of Writing to Read: Evidence for How Writing Can Improve ReadingÂ (PDF) call for writing to complement reading instruction because each type of practice supports and strengthens the other.
The report provides practitioners with research-supported information about how writing improves reading while making the case for researchers and policymakers to place greater emphasis on writing instruction as an integral part of school curriculum.”
From the report:
“Writing practices cannot take the place of effective reading practices. Instead, writing practices complement reading practices and should always be used in conjunction, with each type of practice supporting and strengthening the other.
This study shows that studentsâ€™ reading abilities are improved by writing about texts they have read; by receiving explicit instruction in spelling, in writing sentences, in writing paragraphs, in text structure, and in the basic processes of composition; and by increasing how much and how frequently they write. Our evidence shows that these writing activities improved studentsâ€™ comprehension of text over and above the improvements gained from traditional reading activities such as reading text, reading and rereading text, reading and discussing text, and receiving explicit reading instruction.”
Learning is messy!