Graham, S., Liu, X., Bartlett, B. J & Harris, K. (2018). Reading for writing: a meta-analysis of the impact of reading interventions on writing. Review of Educational Research,88(2), S. Graham, X. Liu, B. Bartlett, C. Ng, K. R. Harris, A. Aitken, A. Barkel, C. Kavanaugh and J. Talukdar. 243-284. United States: Sage Publications. Retrieved from https://doi.org/10.3102/0034654317746927
This meta-analysis examined if students’ writing performance is improved by reading interventions in studies (k = 54 experiments; 5,018 students) where students were taught how to read and studies (k = 36 investigations; 3,060 students) where students’ interaction with words or text was increased through reading or observing others read. Studies included in this review involved true- or quasi-experiments (with pretests) written in English that tested the impact of a reading intervention on the writing performance of students in preschool to Grade 12. Studies were not included if the control condition was a writing intervention, treatment students received writing instruction as part of the reading intervention (unless control students received equivalent writing instruction), control students received a reading intervention (unless treatment students received more reading instruction than controls), study attrition exceeded 20%, less than 10 students were included in any experimental condition, and students attended a special school for students with disabilities. As predicted, teaching reading strengthened writing, resulting in statistically significant effects for an overall measure of writing (effect size [ES] = 0.57) and specific measures of writing quality (ES = 0.63), words written (ES = 0.37), or spelling (ES = 0.56). The impact of teaching reading on writing was maintained over time (ES = 0.37). Having students read text or observe others interact with text also enhanced writing performance, producing a statistically significant impact on an overall measure of writing (ES = 0.35) and specific measures of writing quality (ES = 0.44) or spelling (ES = 0.28). These findings provide support that reading interventions can enhance students’ writing performance.
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