A study investigated what effect, if any, a planned program of writing activities had on reading comprehension. A group of second grade students from Linden Elementary School, West Virginia, were the subjects. Subjects were divided into a control (12 students) and an experimental (13 students) group. Both groups were given a pretest and a posttest. The experimental group was exposed to a writing program consisting of language experience activities and received classroom instruction for approximately 30 minutes each school day. The t-test was used to analyze the data collected. The critical "t" was not exceeded in the posttest for the comprehension sentences or comprehension passages. Results indicated that while the writing activities did affect the comprehension of the experimental group, improvement was not statistically significant. (Eight tables of data are included; 28 references, a list of activities, 8 appendixes of data, and a list of examples of language experience activities are attached.) (RS)