A Meta-Analysis of the Effects of Writing and Writing Instruction on Reading – Pubrica
                     A Meta-Analysis of 
the
Eff ects of Writ ing 
and
Writ ing Instruct ion  
on
ARn Aecaademdic iprnesegntation byDr. Nancy Agnes, Head, Technical Operations, 
Pubrica
GEmroauilp: : www.pubrica.com
[email protected]
TODAY'S 
DISCUSSION
In brief
Introduction
According to the functional view of reading-writing 
connections
Method Study Inclusion and Exclusion 
Criteria
Search Strategies Used to Locate Studies
Study Feature Coding
Statistical Analysis of Effect 
Sizes
Future Research
Concluding 
Comments
About Pubrica
IN 
BRIEF
Students' success in and out of school is 
dependent on
their ability to read, and writing is one way to 
help
bGeraghinanmer sa inmdp rHoveerb tehret ir prreeasdeinntg  sekvilildse. nce in this 
meta-
analysis of accurate and quasi-experiments 
that are
Writing on what students have read enhances 
their
understanding of it; teaching students how to write 
helps
their comprehension of what they have read, 
flThueesnec y,fi annddings back up long-held assumptions 
waboordu t reading, increasing the amount of writing 
sMteutdae-nAtnsalysis Writing Services ability to help people 
rdeoa dstrengthen their reading comprehension.
more effectively.
INTRODUCTI
ON
Reading is one of the most critical abilities for 
kids to
learn to succeed in school, work, and life.
Students' ability to read and critically 
evaluate the
information offered in textbooks and other 
school
Mmoastet riwahlsi ties- ccorullcaira l atnod t hbeilru eed-cuoclaltaior nainl dpursotgrrieess s.
require
high reading abilities, and forecasts estimate 
that the
share of new employment requiring strong 
reading Contd..
skills will rise. .
Reading is ingrained in the fabric of twenty-first-century existence, as 
e-mailing,
blogging, texting, Facebook, and other kinds of written 
communication have
Wbercitotmene  lcaonmgumaognep plaecrev.ades everyday life, from publicly visible 
advertisements
on billboards and the sides of buses to information on daily necessities 
like food
Acasn as  arensdu pltr,e Mscertipat-Aionna blyostitsl eEsx. perts training will likely increase pupils' 
reading
abilities.
Three theoretical viewpoints are especially useful in 
comprehending the
potential influence of writing on reading.
ACCORDING TO THE 
FUNCTIONAL VIEW
OF READING-WRITING 
It encourages explicitness by requiring the writer to 
COwchhNoaotseNeveEr iCnfoTrmIOatNionS in the text is most 
significant.
It is integrative in that it pushes the writer to arrange 
textual
ideas into a cohesive whole, creating clear 
linkages
between them.
It makes it simpler to analyse, revisit, connect, 
critique, and
develop new understandings of text ideas since 
writing is
Contd...
permanent.
Meta-analysis is a technique for summarising the 
direction
and amount of effects found in a collection of 
empirical
investigations looking at the same 
underlying
The Carnegie Corporation of New York financed the 
Wphreitninogmenon.
a Meta-Analysis Paper detailed in this article, 
and the
evidence utilised to answer each question came from 
either
A writing treatment (e.g., writing a summary of text 
rgeeandu)i nise or quasi-experiments.
contrasted to a control condition (e.g., reading 
and
rereading text) in both types of trials to see how it 
affects
reading.

METHOD STUDY 
INCLUSION AND
EXCLUSION CRITERIA
Studies had to meet the following six criteria to be included in 
this review:
Included at least one reading measure that assessed the 
writing
treatment or condition; quasi-experimental studies were 
required to
provide a similar pretest reading measure because students 
wSteured ennotts in grades 1–12 who are 
rinavnodlovmedly allocated to needs.
It was released in English and Included all of the data 
needed to
calculate weighted effect size (or statistics were obtained 
from the
authors)
SEARCH STRATEGIES 
USED TO
LOCATE STUDIES
To identify 260 computerised searches in 
four
databases to find potential studies for this review: 
ERIC,
PsychINFO, Education Abstracts, and 
PBrootQh uoefs tus read each item found in these 
(sienacrlcuhdeinsg Dissertation Abstracts International).
(more than fourteen thousand).
Received an object if its abstract or title was 
promising
(agreement between us was 99.2 %, 
with
disagreements resolved by Graham).
STUDY FEATURE 
CODING
Research characteristics, quality markers, 
and
variables needed to determine effect sizes 
were all
eGnratedree,d s ftourd eeanct ht ysptued (ye. .g., struggling writers, 
English
language learners, etc.), number of 
participants,
location, treatment length, participant 
training,
treatment description, control condition 
description,
subject, genre, outcome measures, publication 
type,
and research design were among the 
study
descriptors.
STATISTICAL 
ANALYSIS OF
EFFECT SIZES
A weighted random-effects model was used 
in our
meta-analysis.
We derived an average weighted ES for each 
of the
three study topics (weighted to take into 
account
sample size by multiplying each ES by its 
inverse
variance).
FUTURE 
RESEARCH
This review looks at and summarises the 
findings of
past experimental and quasi-experimental 
studies
on the influence of Clinical Meta-Analysis 
Experts
While a substantial body of study 
a(nnidn ewtyri-tfiinvge training on students' reading 
abilities.
investigations) has developed throughout 
time, the
research foundation includes several flaws 
and
One drawback is the poor quality of the 
dreesfiecaiercnhcies.
offered, and there is an opportunity for 
improvement.
CONCLUDING 
COMMENTS
The sound effects of writing about what you've read, 
writing
training, and more time spent writing are all 
mentioned in this
rWehviielew .writing and writing instruction should not be 
used in
place of reading instruction, the writing treatments 
we look
at here give teachers more options to help children 
iImt'sp rcorvuecial to note that putting research-based 
tthheerira rpeieasd iinng skills.
place, such as the ones examined here, is a time-
consuming
and challenging undertaking.
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iPnudbisripcean smaebdleic taol owlsr titoe trhs eh perlapc tyitoioun ewrr/aituet haonrds .
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