Educators are asking important questions about reading and writing relationships. Reading and writing continues to be taught as separate subject across the curriculum in school today. Teachers still believe the idea that good readers are good writers and poor readers are poor writers (Smith & Dahl, 1984). There is a relationship between reading and writing. They need to be taught together not as separate entities (Cobine, 1995). Smith (1983) believes everything points to the necessity of learning to write from what we read. Teachers need to be concerned with the effects of reading upon writing and integrate a connection between reading and writing into the curriculum. Natural literacy development is dependent on the experiences the child has through reading and writing activities. Reading-writing activities are essential to the child's learning to read and write. Literacy instruction needs to explicitly present the relationship between reading and writing (Goodman & Goodman, 1983; Shanahan, 1988). By combining reading and writing together in the curriculum it will lead to different learning and thinking outcomes which will foster better attitudes towards learning. Children need to view themselves as readers and writers to build knowledge about the forms and functions of the language (Goodman & Goodman, 1983; Mayo, 2000; Miller, 1982). Reading empowers students' writing.