A literature review on interconnected reading and writing instruction : Een bespreking van onderzoek naar effecten en didactiek van samenhangend lees- en schrijfonderwijs in het voortgezet onderwijs

Moniek Vis, Amos van Gelderen, Cornelis de Glopper, Jacqueline van Kruiningen

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Since reading and writing are considered interconnected language skills from a functional, cognitive and socio-cognitive perspective, interconnected reading and writing instruction (IRWI) may therefore benefit both skills. This article presents and substantiates a definition of IRWI and discusses the empirical research into the effects of IRWI. IRWI entails quantitatively balanced instruction of both skills while aiming to improve them. IRWI also integrates elements from the functional and/or (socio-)cognitive models for reading and writing, and it explicitly outlines the relationship between reading and writing for students. A systematic literature search into the effects and design of IRWI resulted in a limited number of results and allowed no general conclusions regarding the effectiveness of IRWI. We did, however, identify potentially effective elements: the use of common strategies, knowledge of text characteristics, and knowledge of rhetorical similarities between reading and writing.
Translated title of the contributionA literature review on interconnected reading and writing instruction
Original languageDutch
Pages (from-to)94-111
Number of pages18
JournalPedagogische Studiën
Issue number1
Publication statusPublished - 2021

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