Effects of Three Writing Activities on Students' Reading Performance

• In Event: 70.067 - Poster Session 15
  In Poster Session: 70.067-4 - Research on Literacy Issues

Abstract

Relations between reading and writing have been studied extensively, but writing as a tool to improve reading performance is often overlooked (Graham & Hebert, 2011). The purpose of this study is to examine the effect of three writing activities, i.e. writing about reading material, written quiz after reading and writing on computer in reading classes on students’ reading performance in two processes: retrieving and straightforward inferencing” and “interpreting, integrating, and evaluating”, based on PILRS 2011 data.

Author

• Dan Li, Iowa Department of Education