This study examined whether attitude toward writing is a unique and separable construct from attitude toward reading for young beginning writers. Participants were 128 first-grade children (70 girls and 58 boys) and 113 third-grade students (57 girls and 56 boys). We individually administered to each child a 24-item attitude measure that contained 12 items assessing attitude toward writing and 12 parallel items for reading. Students also wrote a narrative about a personal event in their life. A factor analysis of the 24-item attitude measure provided evidence that generally supported the contention that writing and reading attitudes are separable constructs for young beginning writers, as it yielded 3 factors: a writing attitude factor with 9 items, a reading attitude factor with 9 parallel items, and an attitude about literacy interactions with others factor containing 4 items (2 items in writing and 2 parallel items in reading). We obtained further validation that attitude toward writing is a separable construct from attitude toward reading at the third-grade level, where writing attitude made a unique and significant contribution beyond the other 2 attitude measures to the prediction of 3 measures of writing: quality, length, and longest correct word sequence. At the first-grade level, none of the 3 attitude measures predicted students' writing performance. Finally, girls had more positive attitudes concerning reading and writing than boys. (Contains 2 tables.)