Synopsis of "Writing to Read: Evidence for How Writing Can Improve Reading"
This synopsis of Graham and Hebert's meta-analysis presents an overview of their findings and describes implications for practice. It is intended to serve as a first step that will encourage further exploration of the "Writing to Read" document. The authors describe a range of instructional practices that have demonstrated a positive effect on reading outcomes and provide guidance on how teachers can use writing instruction to strengthen students' reading performance.
This resource pertains to the following categories:
Literacy
Foundational Reading (K-3)
Research: Meta-analyses and Summaries
Professional Development Events
Instruction
Adolescent Literacy
Instructional Tools
