This collaborative study examined episodes in primary through secondary classrooms in which writing and reading were working together, exploring the extent to which student learning and development were enhanced. Review of research and extrapolations from classrooms suggest that benefits for students are likely to be accrued in four areas: (1) acquisition of certain skills, including letter-sounding correspondence, knowledge of genre and stylistic features as well as other literacy skills; (2) motivation to engage in learning activities; (3) acquisition, clarification, elaboration and discovery of ideas; and (4) development of a sense of authorship, readership, and critical thinking abilities. (Four figures and writing samples are included; one appendix about learning to spell and 55 references are attached.) (KEH)