A study investigated the effects of sentence combining instruction on the reading comprehension and writing maturity of fifth grade children. The sample consisted of an experimental and a control group with 25 children in each group. For 6 weeks the experimental group received instruction in sentence combining, defined for purposes of the study as the manipulation of sentence patterns to produce complex sentences. At the end of the treatment, both groups were tested for reading comprehension, writing maturity, and improvement of free writing. The results showed that students who received sentence combining instruction had significantly improved reading comprehension, written language, and free writing scores when compared to the students who had received no sentence combining instruction. The findings suggest that manipulation of discourse is an effective means of providing greater recognition of the intended meaning of authors. (HTH)