1,282
Views
3
CrossRef citations to date
0
Altmetric
Research Article

Better Together: Combining Reading and Writing Instruction to Foster Informative Text Comprehension

ORCID Icon & ORCID Icon

References

  • Abbott, R. D., Berninger, V., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281–298. doi:10.1037/a0019318
  • Best, R. M., Floyd, R. G., & McNamara, D. S. (2008). Differential competencies contributing to children’s comprehension of narrative and expository texts. Reading Psychology, 29(2), 137–164. doi:10.1080/02702710801963951
  • Cain, K. (2009). Children’s reading comprehension difficulties: A consideration of the precursors and consequences. In C. Wood & V. Connelly (Eds.), Contemporary perspectives on reading and spelling (pp. 59–75). New York, NY: Taylor & Francis Books.
  • Caron, P.-O. (2018). La modélisation par équations structurelles avec Mplus. Québec: Presses de l’Université du Québec. ISBN 978-2-7605-4972-2.
  • Catts, H. W., & Kamhi, A. G. (2017). Prologue: Reading comprehension is not a single ability. Language, Speech, and Hearing Services in Schools, 48(2), 73–76. doi:10.1044/2017_LSHSS-16-0033
  • Colognesi, S., & Deschepper, C. (2013). La leçon de grammaire à l’intérieur du processus d’écriture: Le cas des anaphores et des procédés de reprises. In O.Bertrand &I. Schaffner (Eds.), Enseigner la grammaire, 95–109. Paris,France: Les Éditions de l’École polytechnique.
  • Costa, L. C., Edwards, C. N., & Hooper, S. R. (2016). Writing disabilities and reading disabilities in elementary school students. Learning Disability Quarterly, 39(1), 17–30. doi:10.1177/0731948714565461
  • Dolz, J., Noverraz, M., & Schneuly, B. (2001). Séquences didactiques pour l’oral et pour l’écrit (Vol. IV). Bruxelles, Belgium: de Boeck & Larcier.
  • Doubet, K. J., & Southall, G. D. (2018). “Nobody but a reader ever became a writer”: Integrating reading and writing instruction to help adolescents tell their stories. Virginia English Journal, 67(2), 25–33.
  • Duke, N. K., Pearson, P. D., Strachan, S. L., & Billman, A. K. (2011). Essential elements of fostering and teaching reading comprehension. What Research Has to Say about Reading Instruction, 4, 286–314.
  • Dymock, S. (2005). Teaching expository text structure awareness. The Reading Teacher, 59(2), 177–181. doi:10.1598/RT.59.2.7
  • Ecalle, J., Bouchafa, H., Potocki, A., & Magnan, A. (2013). Comprehension of written sentences as a core component of children’s reading comprehension. Journal of Research in Reading, 36(2), 117–131. doi:10.1111/j.1467-9817.2011.01491.x
  • Englert, C. S., Stewart, S. R., & Hiebert, E. H. (1988). Young Writers’ use of text structure in expository text generation. Journal of Educational Psychology, 80(2), 143–151. doi:10.1037/0022-0663.80.2.143
  • Fayol, M. (2016). De la lecture à la production verbale écrite, et réciproquement. Paper presented at the Symposium international sur la litéracie à l’école/International Symposium for Educational Literacy (SILE/ISEL) (2015: Jouvence, Québec, Canada) (pp. 103–119). Sherbrooke, Les Éditions de l’Université de Sherbrooke (ÉDUS).
  • Fitzgerald, J. (2013). Constructing instruction for struggling writers: What and how. Annals of Dyslexia, 63(1), 80–95. doi:10.1007/s11881-011-0063-z
  • Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39–50. doi:10.1207/S15326985EP3501_5
  • Goldman, S. R., & Rakestraw, J. A., Jr. (2000). Structural aspects of constructing meaning from text. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545–561). Mahwah, NJ: Lawrence Erlbaum
  • Graham, S, & Hebert, M. (2011). Writing to read: a meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710‒744. doi:10.17763/haer.81.4.t2k0m13756113566
  • Graham, S., & Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation Time to Act Report. Washington, DC: Alliance for Excellent Education.
  • Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. doi:10.1037/a0029185
  • Håland, A. (2017). Disciplinary literacy in elementary school: How a struggling student positions herself as a writer. The Reading Teacher, 70(4), 457–468. doi:10.1002/trtr.1541
  • Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609–629. doi:10.1037/edu0000082
  • Hebert, M., Gillespie, A., & Graham, S. (2013). Comparing effects of different writing activities on reading comprehension: A meta-analysis. Reading and Writing, 26(1), 111–138. doi:10.1007/s11145-012-9386-3
  • Irwin, J. W. (2007). Teaching reading comprehension processes (3rd ed. Boston, MA: Pearson Allyn and Bacon.
  • Jolibert, J. (1988). Former des enfants producteurs de textes. Paris, France: Hachette Écoles.
  • Kim, Y. S. G., Petscher, Y., Wanzek, J., & Al Otaiba, S. (2018). Relations between reading and writing: A longitudinal examination from grades 3 to 6. Reading and Writing, 31(7), 1591–1618. doi:10.1007/s11145-018-9855-4
  • Kintsch, W. (2013). Revisiting the construction–integration model of text comprehension and its implications for instruction. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 807–839). Newark,DE: International Reading Association.
  • Kirkpatrick, L. C., & Klein, P. D. (2009). Planning text structure as a way to improve students’ writing from sources in the compare–contrast genre. Learning and Instruction, 19(4), 309–321. doi:10.1016/j.learninstruc.2008.06.001
  • Magnusson, C. G., Roe, A., & Blikstad-Balas, M. (2018). To what extent and how are reading comprehension strategies part of language arts instruction? A study of lower secondary classrooms. Reading Research Quarterly, 54(2), 187–212. doi:10.1002/rrq.231
  • Mahwah, N. J., ErlbaumGraham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744. doi:10.17763/haer.81.4.t2k0m13756113566
  • McNamara, D. S., Ozuru, Y., & Floyd, R. G. (2017). Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers’ prior knowledge. International Electronic Journal of Elementary Education, 4(1), 229–257.
  • Mesmer, H. A., Cunningham, J. W., & Hiebert, E. H. (2012). Toward a theoretical model of text complexity for the early grades: Learning from the past, anticipating the future. Reading Research Quarterly, 47(3), 235–258. doi:10.1002/rrq.019
  • Mesnager, J. (2002). Pour une étude de la difficulté des textes, ou la lisibilité revisitée. Le Français aujourd’hui, 137(2), 29–42. doi:10.3917/lfa.137.0029
  • Meyer, B. J., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127–152.
  • Meyer, B. J., & Ray, M. N. (2017). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127–152. Dallas, TX.
  • Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures, and problems. In B. K. Britton & J. Black (Eds.), Understanding expository text: A theoretical and practical handbook for analyzing explanatory text (pp. 269–304). Hillsdale, NJ: Erlbaum.
  • Meyer, B. J. F., Wijekumar, K., & Lei, P. (2018). Comparative signaling words generated for expository texts by 4th - 8th graders: Variations by text structure strategy instruction, comprehension skill, and signal word. Reading and Writing: An Interdisciplinary Journal, 31(9 – Special Issue: Text Structure in Reading and Writing), 1937–1968. doi:10.1007/s11145-018-9871-4
  • Muthén, L. K., & Muthén, B. O. (1998-2007). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
  • National Center for Education Statistics. (2015). NAEP 2015 reading: A report card for the nation and the states. Washington, DC: U. S. Department of Education, Institute of Education Sciences.
  • O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K–12 curriculum intervention research. Review of Educational Research, 78(1), 33–84. doi:10.3102/0034654307313793
  • O’Reilly, T., Sabatini, J., Bruce, K., Pillarisetti, S., & McCormick, C. (2012). Middle school reading assessment: Measuring what matters under a RTI framework. Reading Psychology, 33(1–2), 162–189. doi:10.1080/02702711.2012.631865
  • Parodi, G. (2007). Reading-writing connections: Discourse oriented research. Reading and Writing, 20(3), 225–250. doi:10.1007/s11145-006-9029-7
  • Pyle, N., Vasquez, A. C., Lignugaris-Kraft, B., Gillam, S. L., Reutzel, D. R., Olszewski, A., … Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(4), 469–501. doi:10.1002/rrq.179
  • Pytash, K. E., & Morgan, D. N. (2014). Using mentor texts to teach writing in science and social studies. The Reading Teacher, 68(2), 93–102. doi:10.1002/trtr.1276
  • Rasch, G. (1960/1980). Probabilistic models for some intelligence and attainment tests. Chicago, IL: Mesa Press.
  • Reutzel, D. R., Jones, C. D., Clark, S. K., & Kumar, T. (2016). The Informational Text Structure Survey (ITS2): An exploration of primary grade teachers’ sensitivity to text structure in young children’s informational texts. The Journal of Educational Research, 109(1), 81–98. doi:10.1080/00220671.2014.918927
  • Roehling, J. V., Hebert, M., Ron Nelson, J., & Bohaty, J. J. (2017). Text structure strategies for improving expository reading comprehension. The Reading Teacher, 71(1), 71–82. doi:10.1002/trtr.1590
  • Sáenz, L. M., & Fuchs, L. S. (2002). Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text. Remedial and Special Education, 23(1), 31–41. doi:10.1177/074193250202300105
  • Shanahan, T. (2014). How and how not to prepare students for the new tests. The Reading Teacher, 68(3), 184–188. doi:10.1002/trtr.1315
  • Tavares, G., Fajardo, I., Avila, V., & Salmeron, L. (2015). Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences. Research in Developmental Disabilities, 38(108), 108–124. doi:10.1016/j.ridd.2014.12.014
  • Vuattoux, D., Japel, C., Dion, E., & Dupéré, V. (2014). Targeting the specific vocabulary needs of at-risk preschoolers: A randomized study of the effectiveness of an educator-implemented intervention. Prevention Science, 15(2), 156–164. doi:10.1007/s11121-013-0379-5
  • Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the US and Abroad. Technical Report. National Staff Development Council.
  • White, S. (2012). Mining the text: 34 text features that can ease or obstruct text comprehension and use. Literacy Research and Instruction, 51(2), 143–164. doi:10.1080/19388071.2011.553023
  • Williams, J. P. (2005). Instruction in reading comprehension for primary-grade students: A focus on text structure. The Journal of Special Education, 29(1), 6–18. doi:10.1177/00224669050390010201
  • Williams, J. P., & Pao, L. S. (2013). Developing a new intervention to teach text structure at the elementary level. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (2nd ed., pp. 361–374). New York, NY: Guilford Press.
  • Williams, J. P., Pollini, S., Nubla-Kung, A. M., Snyder, A. E., Garcia, A., Ordynans, J. G., & Atkins, J. G. (2014). An intervention to improve comprehension of cause/effect through expository text structure instruction. Journal of Educational Psychology, 106(1), 1–17. doi:10.1037/a0033215

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.