Unpacking the Reading and Writing Connection: The Role of Shared Linguistic Knowledge

• In Event: Assessment of Reading, Writing, and Language Skills Across Elementary and Middle Grades

Abstract

This study investigates the role of hierarchical shared linguistic knowledge in reading and writing development among linguistically diverse upper-elementary students. Drawing on Shared Knowledge Theory and the Interactive Dynamic Literacy model, the study conceptualizes shared linguistic knowledge across three levels - word, sentence, and discourse - and tests their interrelationships using structural equation modeling. Data were drawn from 573 students participating in a randomized literacy intervention, with measures including vocabulary, decoding, syntax, core analytic language skills, reading comprehension, and writing outcomes. Confirmatory factor analysis supported a three-factor model, and results revealed significant direct and indirect effects from word- and sentence-level skills to discourse-level literacy. Findings highlight the developmental pathways through which shared linguistic resources support reading and writing, informing instruction for multilingual learners.

Authors

• Qun Yu, Boston College

• Patrick Proctor, Boston College

• Rebecca Silverman, Stanford University