Young?Suk Grace Kim|Yaacov Petscher|Jeanne Wanzek|Stephanie Al Otaiba
Relations between reading and writing: a longitudinal examination from grades 3 to 6
University of California, Irvine|Florida State University|Vanderbilt University|Southern Methodist University
investigated developmental trajectories relation reading writing word reading reading comprehension spelling written composition using longitudinal data students grades 3 6 us results revealed word reading spelling best described linear growth trajectories whereas reading comprehension written composition showed nonlinear growth trajectories quadratic function examined developmental period word reading spelling consistently strongly related 73 rs 80 whereas reading comprehension written composition weakly related 21 rs 37 initial status linear slope negatively moderately related word reading 44 whereas strongly positively related spelling 73 initial status word reading predicted initial status growth rate spelling growth rate word reading predicted growth rate spelling contrast spelling predict word reading comes reading comprehension writing initial status reading comprehension predicted initial status 69 linear growth rate written comprehension results indicate readingwriting relations stronger lexical level discourse level may unidirectional one reading writing least grades 3 6 results discussed light interactive dynamic literacy model readingwriting relations component skills reading writing development