Publication Date


Advisor(s) - Committee Chair

Robert Schrader, Carl Kriesler, Philip Constans

Degree Program

School of Teacher Education

Degree Type

Specialist in Education


The effects of writing instruction as opposed to writing and reading instruction were studied on 10th grade English students’ reading comprehension and writing. Two groups (classes) completed pretests and pre-sample writing. Then, both groups were given writing instruction while only one group was given related reading skills instruction. Finally, both groups completed posttests and post-sample writings.

An analysis of covariance of the pre-and posttest data was done. It revealed no significant difference between the two groups related to reading comprehension. However, a significant difference existed between the two groups related to language expression (editing skills or writing sub-skills). The group who received writing and reading instruction experienced a decline in scores. Also, the Wilcoxon signed-rank matched-pairs test indicated that both groups’ writing increased significantly.

Two conclusions were reached from this study. The first conclusion related to classroom instruction. Writing instruction improves student writing. Further, direct reading skills instruction should be included only to meet a specific class need (since writing sub-skills may suffer). Therefore, integration of writing and reading instruction should be determined by class need. Second, more empirical research related to the effectiveness of the integration of writing and reading instruction is needed.


Creative Writing | Education | English Language and Literature | Junior High, Intermediate, Middle School Education and Teaching | Reading and Language | Teacher Education and Professional Development