Abstract
This quantitative study was conducted through a school and university partnership. Data from benchmark reading assessments and writing rubrics were gathered over five weeks in a third-grade classroom in the rural mountains of the southeastern United States. Results indicate student growth in reading comprehension and writing. Findings confirm the positive correlation between reading and writing, which suggests integrating explicit reading and writing instruction supports students’ reading comprehension. Based on these findings, we suggest ways teachers can improve reading comprehension skills, blend reading and writing instruction, and pique student interest through an informational writing unit.
Recommended Citation
Golden Hughes, Tori; Scales, Roya Q.; and Scales, W. David
(2021)
"Writing for Comprehension: How does Writing Influence Informational Reading Comprehension in the Elementary Classroom?,"
Literacy Practice and Research: Vol. 46:
No.
2, Article 3.
DOI: 10.25148/lpr.009639
Available at:
https://digitalcommons.fiu.edu/lpr/vol46/iss2/3