TY - JOUR
T1 - Writing to read
T2 - A meta-analysis of the impact of writing and writing instruction on reading
AU - Graham, Steve
AU - Hebert, Michael
PY - 2011/1/1
Y1 - 2011/1/1
N2 - 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 quasiexperiments, 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.
AB - 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 quasiexperiments, 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.
UR - http://www.scopus.com/inward/record.url?scp=84055199123&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84055199123&partnerID=8YFLogxK
U2 - 10.17763/haer.81.4.t2k0m13756113566
DO - 10.17763/haer.81.4.t2k0m13756113566
M3 - Article
AN - SCOPUS:84055199123
SN - 0017-8055
VL - 81
SP - 710
EP - 744
JO - Harvard Educational Review
JF - Harvard Educational Review
IS - 4
ER -