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Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis.

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Title: Effects of writing instruction on the reading outcomes of students with literacy difficulties in pre-kindergarten to fifth grade: a meta-analysis.
Authors: Shanahan, Emma1,2 (AUTHOR) emma.shanahan@austin.utexas.edu, Reno, Emily3 (AUTHOR) reno0026@umn.edu, Chandler, Brennan W.1,2 (AUTHOR) bchandler@utexas.edu, Novelli, Christina4 (AUTHOR) christina.novelli@uga.edu, An, Jechun3 (AUTHOR) an000070@umn.edu, Choi, Seohyeon3 (AUTHOR) choi0836@umn.edu, McMaster, Kristen L.3 (AUTHOR) mcmas004@umn.edu
Source: Reading & Writing. Mar2025, Vol. 38 Issue 3, p627-650. 24p.
Subject Terms: *Psychology education, *Writing education, *Cognitive psychology, *Fifth grade (Education), *Science education
Abstract: Although writing instruction can positively impact reading for students across grades and levels of literacy, the extent to which these findings generalize to young students with literacy difficulties is unclear due to the dynamic nature of reading-writing relations. The purpose of this meta-analysis was to examine the effects of writing instruction on the reading outcomes of students in grades pre-K–5 who have reading, writing, or co-occurring reading and writing difficulties. Across 19 studies and 72 effects, writing instruction had a positive effect on reading outcomes in English (g = 0.27, 95% CI [0.13, 0.41], p <.01). Descriptively different subset effects for higher-intensity instruction (small student group, greater total hours) could not be reliably estimated. Effects were moderated by the focus of instruction, with transcription instruction associated with larger effects. Percentage of instructional time spent writing and type of comparison condition (reading treatment or control) did not moderate effects. Implications for the design of early writing interventions are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effects of writing instruction on the reading outcomes of students with literacy difficulties&#160;in pre-kindergarten to fifth grade: a meta-analysis.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Reading+%26+Writing%22&quot;&gt;Reading &amp; Writing&lt;/searchLink&gt;. Mar2025, Vol. 38 Issue 3, p627-650. 24p.
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  Data: *&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Psychology+education%22&quot;&gt;Psychology education&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Writing+education%22&quot;&gt;Writing education&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Cognitive+psychology%22&quot;&gt;Cognitive psychology&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Fifth+grade+%28Education%29%22&quot;&gt;Fifth grade (Education)&lt;/searchLink&gt;&lt;br /&gt;*&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Science+education%22&quot;&gt;Science education&lt;/searchLink&gt;
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  Data: Although writing instruction can positively impact reading for students across grades and levels of literacy, the extent to which these findings generalize to young students with literacy difficulties is unclear due to the dynamic nature of reading-writing relations. The purpose of this meta-analysis was to examine the effects of writing instruction on the reading outcomes of students in grades pre-K–5 who have reading, writing, or co-occurring reading and writing difficulties. Across 19 studies and 72 effects, writing instruction had a positive effect on reading outcomes in English (g = 0.27, 95% CI [0.13, 0.41], p &lt;.01). Descriptively different subset effects for higher-intensity instruction (small student group, greater total hours) could not be reliably estimated. Effects were moderated by the focus of instruction, with transcription instruction associated with larger effects. Percentage of instructional time spent writing and type of comparison condition (reading treatment or control) did not moderate effects. Implications for the design of early writing interventions are discussed. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Reading &amp; Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;s express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11145-024-10527-6
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      – SubjectFull: Cognitive psychology
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