Four similarities between reading and writing and their corresponding instructional significance are examined in this literature review. Each of the four reviewed topics is prefaced by general instructional suggestions based on research cited in the review. Topics and suggestions are as follows: (1) linguistic--whenever possible, the processes of reading and writing should be integrated within the framework of classroom instruction; (2) cognitive--by virtue of the interrelationship between thought and language, reading and writing should be integrated across all content areas to enhance students' skills in thinking and learning; (3) affective--strategies that take into account students' interest, attention, and motivation are necessary for effective language skill development, since each of these variables influences students' ability to use their language skills to maximum potential; and (4) instructional--instruction should emphasize the complementary nature of reading and writing as mutually facilitative, not mutually exclusive, language skills. The review ends by presenting a model of reading and writing as similar language skills. A three-page reference list is appended. (HOD)