ERIC Number: ED205932
Record Type: RIE
Publication Date: 1981
Reference Count: 0
A Cannonical Correlational Analysis of Learning to Read and Learning to Write: An Exploratory Analysis.
A study was designed to measure the relationship between learning to read and learning to write at the elementary school level. Measures of phonics knowledge, reading vocabulary, spelling, reading comprehension, and grammatical and organizational complexity of writing were administered to 256 second grade and 253 fifth grade students. The findings suggested that the reading-writing relationship for children reading below the third grade level is best described as a word recognition-word production (spelling) relationship. For proficient readers, fifth grade level and above, the relationship is more a reading comprehension-prose production relationship. The relationship at this level is based largely on the vocabulary complexity of children's writing. (Author/FL)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Reading Writing Relationship
Note: Paper presented at the Annual Meeting of the International Reading Association (26th, New Orleans, LA, April 27-May 1, 1981).