ERIC Number: EJ961480
Record Type: Journal
Publication Date: 2011
Pages: 35
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0017-8055
EISSN: N/A
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
Graham, Steve; Hebert, Michael
Harvard Educational Review, v81 n4 p710-744 Win 2011
Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading. (Contains 6 tables.)
Descriptors: Evidence, Reading Comprehension, Reading Fluency, Reading Instruction, Meta Analysis, Writing Instruction, Reading Improvement, Reading Strategies, Quasiexperimental Design, Writing Strategies, Educational Strategies, Educational Practices, Best Practices, Teaching Methods, Instructional Effectiveness
Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/her.html
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A