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.
Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading
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Steve Graham, Michael Hebert; Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading. Harvard Educational Review 1 December 2011; 81 (4): 710–744. doi: https://doi.org/10.17763/haer.81.4.t2k0m13756113566
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