TY - JOUR AU - 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 quasi-experiments,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. TI - Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading JF - Harvard Educational Review DO - 10.17763/haer.81.4.t2k0m13756113566 DA - 2011-12-01 UR - https://www.deepdyve.com/lp/crossref/writing-to-read-a-meta-analysis-of-the-impact-of-writing-and-writing-AgQeUFR5cr SP - 710 EP - 744 VL - 81 IS - 4 DP - DeepDyve ER -