@article{80cc4bde9290414eb5941759fd738dee,
title = "Shared knowledge between reading and writing among middle school adolescent readers",
abstract = "Orthographic and linguistic knowledge are known predictors of reading and writing, yet little research with adolescent readers explores how such knowledge predicts reading and writing in a single model. We worked with 583 adolescent readers in remedial reading classes in grades 6–8 to collect indicators of orthographic and linguistic knowledge as well as reading comprehension and written expression. Using structural equation modeling, we examined how orthography and language predicted reading and writing and whether reading predicted writing and vice versa. We found that morphology, syntax, and orthography all independently predicted reading and writing, but linguistic knowledge was more strongly associated with reading than writing. Writing and reading did not differ in their effects on one another. Results extend theory on the relationship between language, reading, and writing and add to the research base on adolescent readers with implications for curriculum and instruction.",
author = "Proctor, {C. Patrick} and Daley, {Samantha G.} and Yang Xu and Steve Graham and Zhushan Li and Hall, {Tracey E.}",
note = "Funding Information: The contents of this article were developed under a grant from the US Department of Education (H327M11000). However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government. C. Patrick Proctor is professor of literacy and bilingualism at the Lynch School of Education and Human Development; Samantha G. Daley is assistant professor of education at the University of Rochester{\textquoteright}s Warner School of Education and Human Development; Yang Xu is a data scientist and researcher with the Policy Lab at Brown University; Steve Graham is the Warner Professor of Special Education at Arizona State University; Zhushan Li is associate professor of measurement, evaluation, statistics, and assessment at the Lynch School of Education and Human Development; Tracey E. Hall is senior research scientist and instructional designer at CAST: Until learning has no limits. Correspondence may be sent to C. Patrick Proctor at proctoch@bc.edu. Publisher Copyright: {\textcopyright} 2020 by The University of Chicago. Copyright: Copyright 2020 Elsevier B.V., All rights reserved.",
year = "2020",
month = mar,
day = "1",
doi = "10.1086/707140",
language = "English (US)",
volume = "120",
pages = "507--527",
journal = "Elementary School Journal",
issn = "0013-5984",
publisher = "University of Chicago",
number = "3",
}