How Writing A-Z Fuels the Reciprocity Between Writing and Reading

Leveled Texts & Research-based Literacy Support
The author of How Writing Instruction Improves Reading Proficiency outlines how essential writing is to reading comprehension and that “evidence-based literacy instruction isn’t limited to just reading–writing is essential too.” Why aren’t we shouting this from rooftops? Writing improves reading! There is one point I’d like to make about writing instruction: we need to be clear that students need explicit writing instruction to benefit from the reciprocity between reading and writing. Let’s look at how Writing A–Z® helps leverage writing instruction to significantly impact students’ written expression and reading comprehension.

One way writing instruction supports reading comprehension is that as students learn to write about topics of their choice, they gain a deeper understanding of how reading works. Let’s unpack what we are talking about here. When students receive explicit writing instruction in Writing A–Z, the instruction is embedded in a genre: opinion/argumentation, informative, narrative.

This instruction begins with Module 1 of each genre unit, which is dedicated to teaching about the elements of the genre, its purpose, and the audience's role. When students start to compose their own piece of writing (Modules 2-5), they use the information from Module 1 to construct their message and meet the needs of their audience. The juxtaposition of writing with an audience in mind helps students build a deeper understanding of the texts they read and respect for the authors' choices. When students compose, they learn to appreciate the craft of writing.

In addition to embedding instruction within genres, Writing A–Z weaves explicit instruction into the writing process. Teaching the writing process and writing genres together while having students write for authentic purposes provides teachers with opportunities to teach skills that improve writing and reading. For example:

In the Writing A–Z digital writing platform, students see their genre-specific graphic organizer and drafting space side-by-side, making transferring ideas into sentences and paragraphs easier.

Word Choice
Literary Devices
Quality/ Elaboration
Quality/ Elaboration
Audience
Precise nouns
Similes
Linking, Transition, temporal words and phrases
Adding concrete details (e.g., facts, numbers, statistics)
Tone
Vivid verbs
Metaphors
Anecdotes
Deleting irrelevant details
Formal language
Precise adjectives/ adverbs
Presonification
Prepositional phrases
Evidence from source text
Revising lead and conclusions
Replacing weak adjective/noun or adverb/verb with precise or concrete nouns and verbs
Showing vs. telling details (sensory details and descriptive details)
Using domain-specific vocabulary and definitions for clarity
Considering readers’ knowledge of specialized vocabulary
Shades of meaning; strategies for using synonyms and antonyms to revise word choice
Dialogue for clarity (thoughts, feelings, emotions, dialogue that moves plot)
Considering counterargument or opinion of the audience.

Revision instruction covered in Writing A–Z.

Reading and writing share the same body of knowledge, but the two processes start in different places. The reading process begins with students reading an author’s words, where they must decode and make sense of another person’s writing. They become detectives as they seek to understand the writer’s purpose. The writing process starts with students constructing their ideas and transcribing them into a format for another person to read.Like conductors of an orchestra, students think about what they want their audience to know as they compose a piece of writing that effectively communicates their ideas. Both processes must be taught for students to develop full literacy skills.

How Writing A-Z Improves Reading Proficiency

Improves Understanding of the Author’s Choices and Purpose

  • Knowledge of writing builds a deeper understanding of how reading works.
  • Teaching the writing process and writing genres together while having students write for authentic purposes provides teachers with opportunities to teach skills that improve writing and reading. For example, developing an argument with reasons and evidence, choosing vocabulary that connects ideas, writing sentences that build cohesion, and composing skills necessary for communicating ideas.

Improves Knowledge of Text Structure

  • Having to format their paragraphs and essays reinforces a framework for understanding text structures.
  • Knowledge of text structures helps students form mental frameworks, which, when reading, helps them organize the big ideas and supporting details and connect information across the text.

Improves Fluency

  • Provides opportunities for students to practice sound/spelling patterns (or the code of English).
  • Practicing “the code” via writing deepens connections in the brain, increasing the speed with which students read.