Graham, S., Liu, X., Bartlett, B., Ng, C., Harris, K. R., Aitken, A., Barkel, A., Kavanaugh, C., & Talukdar, J. (2018). Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing. Review of Educational Research, 88(2), 243–284. https://doi.org/10.3102/0034654317746927
This meta-analysis examined if students’ writing performance is improved by reading interventions in studies where students were taught how to read and studies where students’ interaction with words or text was increased through reading or observing others read. As predicted, teaching reading strengthened writing, resulting in statistically significant effects for an overall measure of writing and specific measures of writing quality, words written, or spelling. The impact of teaching reading on writing was maintained over time. 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 and specific measures of writing quality or spelling. These findings provide support that reading interventions can enhance students’ writing performance.