Writing Improves Reading Comprehension
In a recent meta-analysis, Graham et al. (2018) investigated the effects of reading instruction on the writing quality in more than 90 studies. They found that students' interaction with text as well as reading instruction improved their specific writing skills and the overall quality of writing, leading to evidence of these learning outcomes:
- Students understand and retain material read or presented in science, social studies, and mathematics when they are asked to write about it (Bangert-Drowns et al., 2004; Graham & Hebert, 2011; Graham & Perin, 2007).
- Increasing how much they write and teaching writing improves reading skills (Graham & Hebert, 2011).
- Making writing a part of reading instruction further enhances how well students read (Graham, Liu, Aitken, et al., 2018).
Essentially, writing about a text should facilitate comprehension, providing students with a tool for visibly and permanently recording, connecting, analyzing, personalizing, and manipulating key ideas in text (Graham, 2011).
While this relationship between reading and writing is well established, it is not unusual to find explicit instruction and expectations for writing are limited to a traditional language arts classroom. This singular focus results in two significant challenges; first, the amount of time spent on writing instruction and writing for learning is limited in a school day, and second, writing across all content areas is uneven, as it is not considered a grade level learning expectation. Even when writing instruction is prioritized, teachers may infrequently apply the instructional procedures they are familiar with, including evidence-based practices and adaptations for struggling writers. This may be due to a lack of training in how to best support struggling students, or it may be from uncertainty in how to integrate writing instruction alongside grade level content standards.
This situation has led to a Writing Gap across all levels of school. The Writing Gap represents inconsistencies in instruction regarding the frequency, organizaiton, and overall quality of writing expected from all students, especially regarding the application and transfer of new learning or critical thinking skills. It is imperative that all teachers find adaptable strategies for using writing in their content areas that are both standards-focused and developmentally appropriate for students.
Chief Academic Officer for Learning-Focused
During her 20+years as an educator, Lindsey served various grade levels and subject areas. For 8 years she led inclusive classrooms and taught advanced placement courses. Following her classroom years, Lindsey spent 10 years as an instructional coach, professional development specialist, and district administrator of new teacher induction. She has presented at numerous conferences, including the Florida Association of School Administrator Conference, the Tennessee Principals Association Conference, and the Kentucky Association of School Administrators. Today, she works directly with teachers and school leaders in the implementation of the Learning-Focused Instructional Framework.
Feedback from Previous Events
"Lindsey did a GREAT job role modeling the practices, providing valuable details, and moving at a pace that met our needs. She provided excellent resources and answered questions along the way. Excited about our partnership for learning! " — Misty Freeman, Gainesville Middle School
"The materials were very well written and effectively organized for ease of use."
"As a leadership team, we were able to develop district-wide expectations for and a process for implementation." - Assistant Superintendent, PA
"It was a great experience and I enjoyed it. I am excited to see the impact that these strategies will have on my student's learning." - Margaret Smith, ESOL Teacher
The Accelerating Learning with Writing Trainer Institute provides educators with a roadmap for using writing to improve reading and learning outcomes by providing students with a myriad of opportunities to write to learn and write to inform
You Will Be Able To...
- proactively plan and use Writing Strategies to process learning and increase understanding.
- plan effective writing to learn tasks throughout content area lessons.
- plan effective content area writing assignments incorporating higher order thinking or reading comprehension strategies.
- support students in using text structures to organize writing assignments.
- adapt writing strategies to address the unique learning needs of students.
You Will Know...
- difference between writing to learn and writing to inform.
- strategies for writing to learn throughout lessons.
- steps for planning effective writing to inform assignments.
- the importance of the writing process on learning outcomes.
What You Receive
In addition to learning how to facilitate and redeliver the training for Accelerate Learning with Writing,
participants will receive a trainer kit that includes the following resources and materials:
When and Where
At Learning-Focused Training Center
- 200 District Dr. Ste 001, Asheville, NC 28803
- January 22-23, 2024
- 8:30 AM - 3:30 PM each day
Our training center is designed for intimate training, with only 22 spots available. We aim to provide a wonderful learning experience to help you grow your network through collaboration.