TY - JOUR
T1 - Effectiveness of Literacy Programs Balancing Reading and Writing Instruction
T2 - A Meta-Analysis
AU - Graham, Steve
AU - Liu, Xinghua
AU - Aitken, Angelique
AU - Ng, Clarence
AU - Bartlett, Brendan
AU - Harris, Karen R.
AU - Holzapfel, Jennifer
N1 - Publisher Copyright:
© 2017 International Literacy Association
PY - 2018/7/1
Y1 - 2018/7/1
N2 - Reading and writing are critical to students’ success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta-analysis tested this proposition by examining experimental intervention studies with preschool through high school students to determine whether literacy programs balancing reading and writing instruction strengthen students’ reading and writing performance. To be included in this review, no more than 60% of instruction could be devoted to either reading or writing. As predicted, these programs improved students’ reading, resulting in statistically significant effects when reading measures were averaged in each study (effect size [ES] =.39) or assessed through measures of reading comprehension (ES =.39), decoding (ES =.53), or reading vocabulary (ES =.35). The programs also statistically enhanced writing when measures were averaged in each study (ES =.37) or assessed via writing quality (ES =.47), writing mechanics (ES =.18), or writing output (ES =.69). These findings demonstrated that literacy programs balancing reading and writing instruction can strengthen reading and writing and that the two skills can be learned together profitably.
AB - Reading and writing are critical to students’ success in and outside of school. Because they draw on common sources of knowledge and cognitive processes, involve meaning making, and can be used conjointly to accomplish important learning goals, it is often recommended that reading and writing should be taught together. This meta-analysis tested this proposition by examining experimental intervention studies with preschool through high school students to determine whether literacy programs balancing reading and writing instruction strengthen students’ reading and writing performance. To be included in this review, no more than 60% of instruction could be devoted to either reading or writing. As predicted, these programs improved students’ reading, resulting in statistically significant effects when reading measures were averaged in each study (effect size [ES] =.39) or assessed through measures of reading comprehension (ES =.39), decoding (ES =.53), or reading vocabulary (ES =.35). The programs also statistically enhanced writing when measures were averaged in each study (ES =.37) or assessed via writing quality (ES =.47), writing mechanics (ES =.18), or writing output (ES =.69). These findings demonstrated that literacy programs balancing reading and writing instruction can strengthen reading and writing and that the two skills can be learned together profitably.
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U2 - 10.1002/rrq.194
DO - 10.1002/rrq.194
M3 - Article
AN - SCOPUS:85021354057
SN - 0034-0553
VL - 53
SP - 279
EP - 304
JO - Reading Research Quarterly
JF - Reading Research Quarterly
IS - 3
ER -