The relationship between reading and writing, a subset of curriculum integration, involves an expanding knowledge of how connections across the language arts work and how they can be applied in everyday learning. Various theories have been postulated to explain the reading/writing connection. To enable children to make these connections, teachers should create a classroom environment that invites risk-taking for both child and teacher, emphasizes the learning process, involves demonstrations of learning by the teacher, and represents a literate environment. The following classroom strategies can be employed to help students make reading/writing connections: (1) teacher student conferences, which allow teachers to gain insight into their students' interests and needs, while sharing insights about the learning process and stimulating further engagement; (2) group talk, such as a listening response or a discussion of a text; (3) group cloze procedures, which emphasize the nature of text, particularly the sensible fit of words; and (4) semantic mapping, which represents visually the link between spoken and written texts. (A case study, in which a fourth grade teacher reads the sound poem "Weather" to her students, is included to illustrate how a teacher can help students make connections between various listening, reading, and writing experiences.) (JD)