This monograph presents the case study of four fifth grade boys involved in a writing program designed to teach reading skills and to address the following questions: (1) Are reading and writing really related in any practical sense? (2) What effects might humane, process-oriented writing instruction have on student achievement, self-esteem, and attitude to language? and (3) If students who receive such instruction do improve as writers, will they also improve as readers? The monograph reflects each boy's efforts to produce first, second, and further drafts to expand and clarify his original intent, and concludes with the teacher's discussion of the learning success of each student. (HOD)