Shanahan, T. & Lomax, R. (1988). A Developmental
Comparison of Three Theoretical Models of the Reading-Writing Relationship. Research
in
the Teaching of English, 22 (2),196-212.
Introduction
This study compared three theoretical models of the reading-writing
relationship at two levels of reading achievement. The three theoretical models were identical in the
description of reading and writing; however, how information was transferred
across reading and writing varied. The
first model was the interactive model where information can transfer from
reading to writing and writing to reading; the second model was the reading-to-writing
model which had all information or knowledge transferred from reading to
writing, and the third model was the writing-to-reading model where
writing has an influence on reading, but no transfer of knowledge from reading
to writing. In Shanahan and Lomax's (1986) previous study that used the same
three theoretical models of reading-writing relationship, the subjects were
arranged by grade level rather than by reading level. This study extends
Shanahan and Lomax's (1986) previous research by describing and analyzing the
three theoretical models of the reading-writing relationship.
This study's purpose was to describe the importance and orders of the
relationships rather than to attempt to delineate the components parts of the
relations that were found.
Method
This study involved 256 second-graders and 251 fifth-graders and from this
population a sample of beginning (N=69) and proficient (N=137) readers was
selected. Beginning readers included the students' scores on the comprehension
and phonics tests that both fell in the bottom 25 percent of the sample
distribution and the proficient readers were the students' scores on both of
the tests that were in the top 35 percent of the samples. The measures used in
this study were selected to increase the ability to identify relationships
between reading and writing. These
tests provided equivalent measures of analogous reading and writing skills.
The measures were selected to be similar, but appropriate, across grade
levels. The reading components or
latent variables included word analysis, vocabulary, and comprehension; the
writing variables included spelling, vocabulary, sentence structure, and story
structure complexity. The second
graders completed the Phonetic Analysis Test of the Stanford Diagnostic Reading
Tests (SDRT): the Reading Comprehension Test of the Gates-MacGinitie Reading
Test (GMRT); the Vocabulary Test of the SDRT, and a cloze test which had grade
appropriate passages. The fifth
graders completed the Phonetic Analysis Test of the SDRT; the Reading
Comprehension Test of the SDRT; the Vocabulary Test of the GMRT; and a cloze
test. In addition, each student was asked to complete a grade
level appropriate spelling test that was analyzed for accuracy in spelling,
phonemic ability and visual ability. Each student wrote two stories that were
analyzed for the mean t-unit length, vocabulary diversity, and the grammatical
features.
Results
The reading and writing scores were analyzed using the linear structural
relationship (LISREL) model, which consisted of a structural equation model that
described the theoretical relationships among unobservable, hypothetical latent
variables using linear equations and a measurement model that considered the
latent variables as observable indicator variables to measure error.
Students were tested on all of the indicator variables for each grade.
The LISREL was used to evaluate the component models of the
reading-writing relationship. The results of the LISREL in regards to the
relationships between the latent variables in the interactive model,
reading-to-writing model and writing-to-reading model revealed that the
interactive model was superior to the other models in the proficient reader
data. At the beginning reading
level, the interactive model was superior; however, it was about equal to the
writing-to-reading model. The
writing-to-reading model was superior to the reading-to-writing model at both
achievement levels, particularly with the proficient reader data.
Discussion
In comparison of the three theoretical models of the reading-writing
relationship, the interactive model was found to be most valid.
It was superior to the reading-to-writing model and equal to the
writing-to-reading model with the beginning reader.
The interactive model was clearly superior to both models with the
proficient reader. The importance
of reading knowledge in writing and writing knowledge in reading was apparent in
this finding. In other words,
reading influences writing and writing influences reading.
In Shanahan and Lomax's (1986) previous study results revealed that the interactive model was consistent with the data found in this study; however, when the reading-to-writing model was compared with the writing-to-reading model, the reading-to-writing model was superior, but the opposite was found here. This may be due to the fact that the variance in the sampling caused a reduction in the reading measures, which influenced the results of the reading-to-writing model. In other words, the sampling procedure used to select the beginning and proficient readers placed more constraints on the amount of variance in the phonics and reading comprehension measures. Since these two measures are essential to the interactive model and reading-to-writing model, it was assumed that the interactive model and reading-to-writing model would be impaired. This did happen with the reading-to-writing model. Yet, the interactive model outperformed both the reading-to-writing model and the writing-to-reading model.
The limitations of this study was that it only examined the product or information variable. Future research into the overall reading-writing relationship needs to consider the process variables simultaneously with the product or knowledge measures. The addition of measures that include metacognitive abilities might better present the reading and writing variables and provide a better indication of the learning context under which product components were revealed.
The study's results revealed important implications for the teaching of reading and writing together. Reading and writing should be integrated in the curriculum to maximize the possibility of using information acquired from both reading and writing. The results of this study challenge educational programs to provide students with opportunities to gain knowledge through the connection of reading and writing. More research in the reading/writing connection is needed especially across instructional disciplines and it must consider the implications of instructional methodology.
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