Reading comprehension is hypothesized and tested as a component skill of writing, with reading-to-writing directionality supported by prior longitudinal evidence¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Prior longitudinal studies cited by the authors found reading predicted writing (word reading predicted spelling; reading comprehension predicted written composition), not the reverse. → Grace Kim Young-Suk & Graham Steve 2022
Evidence¶
Grace Kim Young-Suk & Graham Steve 2022¶
Grace Kim Young-Suk & Graham Steve. (2022). Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations As a Function of Measurement/Dimensions of Written Composition. Journal of Educational Psychology. https://doi.org/10.1037/edu0000564
q2 · i? · associational · r2
The article's theoretical rationale reports, citing Ahmed, Wagner, and Lopez (2014), a Grade 1-to-4 longitudinal study finding "word reading predicted spelling" and "reading comprehension predicted written composition," not the reverse; a similar pattern was reported for Grades 3 to 6. This is second-hand evidence attributed by the review-like rationale section.
"Ahmed, Wagner, and Lopez (2014) conducted a longitudinal study from Grade 1 to Grade 4 and found the relation of reading to writing at the lexical level (i.e., word reading predicted spelling) and discourse level (reading comprehension predicted written composition), not the other way around."
Discussion¶
Learner Variables¶
- Reading and Language — predictor: learners who differ on it differ in outcomes
- Writing Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition — related
- A higher-order early literacy factor (reading and spelling) is uniquely and positively related to kindergarten compositional fluency and first-grade writing fluency and quality — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-comprehension-component-skill-of-writing |
title |
Reading comprehension is hypothesized and tested as a component skill of writing, with reading-to-writing directionality supported by prior longitudinal evidence |
description |
Reading comprehension is hypothesized and tested as a component skill of writing, with reading-to-writing directionality supported by prior longitudinal evidence |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — grace-kim-young-suk-graham-steve-2022 |
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