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Session Summary

Reading-Writing Relations: Theory, Evidence, Identification, and Intervention

Mon, April 20, 4:05 to 5:35pm, Virtual Room

Session Type: Roundtable Session

Abstract

The four papers in this symposium focus on reading-writing relations in the following essential aspects: theory, a review of empirical evidence, a potential contribution of reading to identifying students’ writing difficulties, and intervention. The first paper presents an empirical investigation of a theoretical model on reading-writing relations. The second paper reports a review of existing studies on reading-writing relations, using a meta-analysis. The third paper reports identifying students who experience difficulties in writing using information on their reading and language skills. The fourth paper reports an intervention to improve students’ literacy skills by explicitly teaching skills and knowledge that contribute to reading and writing development. Together, these papers contribute to our understanding of key processes and evidence of reading-writing relations.

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