A Randomized Control Trial of Integrated Teaching of Reading and Writing

• In Event: The Science of Teaching Reading Part 2: Instructional Approaches That Promote Reading Development

Abstract

Purpose: Theory and evidence suggest that reading and writing are related, and integrated instruction of reading and writing is an effective way of improving both reading and writing outcomes. In this study, we conducted a randomized control trial of an instructional program, SRSD Plus, which integrates instruction in reading, writing, and oral language for students in Grades 1 and 2. SRSD Plus targeted “writing to inform” after reading source materials.
Perspectives or Theoretical Framework: According to the interactive and dynamic literacy model (Kim, 2020, 2022), reading and writing draw on essentially the same skills (see also the shared knowledge hypothesis, Fitzgerald & Shanahan, 2000) and have bidirectional relations. Reading experiences invoke, strengthen, and reinforce mental representation of the knowledge, skills, and processes that are involved in both reading and writing, thereby supporting writing development; writing experiences similarly facilitate reading development. Meta-analyses showed that teaching reading and interactions with written texts improve writing outcomes (Graham et al., 2018) and writing instruction improves reading outcomes (Graham & Hebert, 2010).
Method & Data Sources: A total of 10 teachers and their 248 students in Grade 1 (n = 121) and Grade 2 (n = 127) in the southwestern part of the US participated in the study. The teachers consisted of 6 White individuals, 2 Asian Americans, 1 Hispanic individual, and 1 person from another racial or ethnic background. Among the students, 46% were Asian American, 33% were Hispanic, 14% were White, and 5% were identified as multiracial. Teachers were randomly assigned to the SRSD Plus or business-as-usual (BAU) condition. The teachers in the SRSD Plus condition received practice-based professional development. Students were assessed at pretest and posttest on writing, oral language, transcription, and reading skills.
Results: Multilevel model results showed that students in the SRSD Plus condition outperformed those in the BAU condition in spelling, vocabulary, sentence proficiency, planning from source text, productivity, and quality with effect sizes ranging from small (.14) to large (.72), but not in word reading or handwriting fluency. Moreover, a positive impact on writing outcomes was observed in the opinion genre, which was not directly taught. Specifically, students demonstrated higher quality in their opinion essays (effect size = 0.34) and exhibited increased writing output (effect size = 0.22).
Scientific Significance of the Study or Work: The findings suggest that integrated reading and writing instruction in SRSD Plus improved primary grade students’ skills in writing, oral language, and spelling, albeit not in word reading or handwriting fluency. Results are discussed in light of theoretical and practical implications and future directions in the context of the Science of Teaching Reading framework.

Authors

• Young-Suk Grace Kim, University of California - Irvine

• Karen R. Harris, Independent Consultant

• Rebecca Goldstone, University of California - Irvine

• April Camping, SRSD Online

• Steve Graham, Arizona State University