The Connection between Reading Comprehension and Written Composition

This chapter examines the relationship between reading comprehension and written composition, exploring theoretical models, empirical evidence, and practical implications. Two key theoretical frameworks, the Shared Knowledge model and the Interactive Dynamic Literacy (IDL) model, are discussed. Both posit that reading and writing are related due to shared underlying skills and knowledge, but they differ in detail. Empirical evidence from correlational studies, research on students with reading or writing difficulties, and instructional studies supports this relationship while also highlighting its complexity and variability. I reflect on the current state of knowledge, emphasizing the multifaceted nature of reading-writing relations and the need for further research in areas such as directionality of the relation, cross-linguistic evidence, and instructional approaches. Practical implications for educators are presented, including the importance of teaching shared foundational skills, leveraging reading-writing connections in instruction, and considering these relationships in assessment and identification of students with learning difficulties. The chapter concludes by underscoring the significance of an integrated approach to literacy instruction that recognizes both the interconnectedness and distinct nature of reading and writing skills.