Writing Instruction and Its Impact on Writing and Reading in the Secondary Grades: What the Research Says

In this Savvas Science of Reading Research Recap, we explore and summarize a recent study on the impact that writing instruction has on enhancing writing skills and reading comprehension for secondary students, as well as what writing strategies are most effective.

The Need for Evidence-Based Writing Instruction in Grades 6-12

In the educational community, research about writing instruction is often included under the broader umbrella of the Science of Reading. Recently, however, some educators and researchers have begun to distinguish the Science of Writing as a separate field to emphasize its unique aspects and the need for focused study.

Regardless of how we categorize the research, educators would agree that evidence-based writing instruction is essential at every grade. The stakes are especially high for secondary students, as they will encounter more complex texts and more challenging writing tasks where they'll need to know how to structure arguments, develop nuanced ideas, and adapt their writing for a specific purpose or audience.

A New Research Study on Writing Instruction in Grades 6-12

Effective writing instruction is essential to empower students to express ideas, analyze content, and communicate in diverse contexts. However, for secondary learners in particular, there is a growing need for research into writing strategies that address the advanced skills students need at this stage.

In this Science of Reading Research Recap we will provide an in-depth examination of strong practices within writing instruction for secondary students based on the study, A Meta-Analysis of Writing Treatments for Students in Grades 6-12.

This study provides much-needed guidance on best practices for teaching writing, especially in grades where instruction can be more complex. But, first, let’s meet the researchers.

About the Authors of This Study

When assessing the reliability of a research study, it’s essential to start by examining the credibility of the authors of the study.

A Meta-Analysis of Writing Treatments for Students in Grades 6-12 was conducted by Steve Graham, Young-Suk Kim, and a team of researchers from the University of California, Irvine. The study was published in the Journal of Educational Psychology in October, 2023.

• Steve Graham is the Regents and Warner Professor in the Division of Leadership and Innovation at Teachers College at Arizona State University. He holds an Ed.D. in Special Education from the University of Kansas.
• Young-Suk Kim, a professor at the School of Education at the University of California at Irvine and a Savvas literacy author, received an Ed.D. in human development and psychology from Harvard University with an emphasis on language and literacy.
• Additional research team members include: Yucheng Cao, Joong won Lee, Tamara Tate, Penelope Collins, Minkyung Cho, Youngsun Moon, Huy Quoc Chung, and Carol Booth Collins
• Together, the authors offer a wealth of experience in educational psychology and writing pedagogy, and their work has greatly influenced literacy instruction worldwide.

How Writing Instruction Impacts Both Writing and Reading

The authors’ study aims to answer many questions, but the following two questions will be the main focus in this recap:

• Which instructional practices most effectively enhance writing quality?
• Does writing instruction improve reading?

By analyzing 406 studies with over 52,000 students, this research sheds light on practical, evidence-based strategies that educators can use to support adolescent literacy across writing and reading.

How the Study Worked

Before getting into the results, it’s important to understand how the authors conducted their research as well as how they measured success.

A critical first step to any new research is to dig into any previous studies on the same topic. So, the authors looked for studies that covered the impact of writing instruction on writing quality as well as those that measured the impact of writing instruction on reading.

• Prior Studies on the Impact of Writing Instruction on Writing Quality: The authors found previous meta-analyses that showed strategies for improving writing skills (such as strategy instruction, goal setting, prewriting activities, and sentence construction practice) had a consistent positive impact in writing quality in the elementary grades. However, the authors found fewer studies that focused on the unique instructional needs of secondary students who require more sophisticated strategies, signaling the need for more research.
• Prior Studies on the Connection Between Writing Instruction and Reading: The research they found on the connection between writing instruction and reading showed that writing and reading are reciprocal skills, supporting and reinforcing one another since they draw from similar cognitive processes. Because the skill sets overlap, it stands to reason that strengthening writing skills can support reading development and vice versa. The authors, however, found again that the studies focused mainly on elementary students, which prompted further exploration into connections between writing and reading in secondary students.

After establishing the need for more research on the impact of writing instruction on secondary students, they set out to identify and analyze studies that fit their criteria.

Scope and Methodology Used in the Study

The study analyzed 406 experimental and quasi-experimental studies, involving 52,529 students in grades 6-12. These studies were selected based on criteria that ensured quality and relevance, such as that they used strong experimental designs and included teaching writing as well as writing or reading outcomes.

The meta-analysis measured outcomes related to a variety of writing components, such as grammar, sentence construction, ideation, and organizational skills as well as reading outcomes like comprehension and vocabulary.

By evaluating a broad range of outcomes and study characteristics, the researchers aimed to provide a nuanced understanding of what works in secondary writing instruction.

• Small Effect (0.2-0.4): These numbers indicate a small impact on student outcomes.
• Moderate Effect (0.4-0.6): These numbers indicate a noticeable improvement in student outcomes. Strategies with effect sizes in this range are considered effective.
• Large Effect (0.7 and above): These numbers indicate a strong impact. Strategies with effect sizes in this range have the potential to be very effective in improving student outcomes.

Let’s apply our knowledge of effect sizes to this study.

Results: Overall Impact of Writing Instruction

The study found a statistically significant positive effect of writing instruction on writing outcomes overall, with an average effect size of 0.49. This means that, on average, writing instruction improved students’ writing abilities.

Additionally, writing instruction positively impacted reading outcomes, though the effect size was smaller (0.22). This reinforces the idea that effective writing instruction supports broader literacy development.

The crossover effect was most noticeable in reading comprehension, likely because writing instruction strengthens cognitive skills, such as understanding structure and vocabulary, which are also critical for reading.

The findings suggest that writing is not an isolated skill but one that enriches students’ ability to understand and interpret texts.

Results: Impactful Writing Strategies

This meta-analysis identified several strong instructional approaches for writing in the secondary grades, including the following that were particularly effective:

• Inquiry-Based Activities: Engaging students in activities, such as analyzing data or exploring evidence to support how concepts are related, had a powerful effect (effect size = 0.92). This method encourages critical thinking and helps students develop content-rich writing.
• Grammar Instruction: Surprisingly, grammar instruction was highly effective, with an effect size of 0.77. When taught purposefully and in connection to writing tasks, grammar instruction helped students construct clearer and more polished text.
• Strategy Instruction: This approach, which involves explicitly teaching students how to plan, revise, and edit their work, showed one of the highest impacts on writing (effect size = 0.76). Teaching strategies for organizing ideas, managing the writing process, and self-assessing were found to be highly beneficial.
• Sentence Construction (Syntax): Instruction focused on building well-formed sentences significantly boosted students’ writing quality (effect size = 0.73). This suggests that foundational skills in sentence structure are crucial for effective writing.
• Transcription Instruction: The instruction in the included studies focused primarily on teaching spelling skills and was effective in positively impacting writing outcomes (effect size = 0.71).
• Peer Assistance: This strategy mostly focused on students working collaboratively to plan, edit, and/or revise text. Students working together on writing had a positive impact on the overall outcomes (effect size = 0.51).
• Prewriting: Prewriting as a strategy in this study included activities such as brainstorming, mind mapping, searching texts (digital and printed), and having conversations with others in order to generate and organize ideas for writing. Prewriting positively impacted student overall writing outcomes (effect size = 0.49)
• Emulation: Writing instruction that included referencing examples of model texts or examples of the writing process (emulation) improved students’ overall writing (effect size = 0.46).
• Feedback and Goal Setting: Regular feedback from teachers and peers, as well as setting specific writing goals, contributed to notable gains in writing quality, with effect sizes of 0.34 and 0.44, respectively. Feedback allowed students to refine their ideas, while goal setting helped them focus on improving specific skills.

Implementing Evidence-Based Writing Strategies in Your Classroom

Research shows the efforts you put into teaching your students writing skills does have a significant positive impact on their writing abilities, and can even help enhance their reading abilities.

The findings emphasize that effective writing instruction requires a multi-faceted approach that builds on planning, modeling, inquiry, strategy use, spelling, grammar/syntax, and appropriate feedback.

You can implement these strategies in your classroom through activities, such as:

• Inquiry Based Instruction: Have students explore and write about primary source documents, their significance, the perspectives they present and how they relate to other texts.
• Strategy Instruction: Explicitly teach strategies for each part of the writing process. For example, teach students how to compose an effective summary by analyzing text to identify the main idea and key details.
• Focus on Sentence Construction and Grammar in Context: Teaching grammar and sentence structure as part of the writing process — not in isolation — helps students see the relevance and apply these skills effectively.
• Transcription Instruction: Include spelling instruction and practice on a regular basis in classroom instruction. In the upper grades, incorporating morphology as a way to teach spelling skills can support students in both encoding and decoding multisyllabic words.
• Encourage Peer Collaboration: Collaborative writing activities and peer feedback allow students to learn from each other and engage with diverse perspectives, fostering a supportive learning environment.
• Emphasize Prewriting and Organization: Techniques such as brainstorming, mind mapping, and using graphic organizers can help students plan their writing, which supports both content development and coherence.
• Use Model Texts for Guidance: Provide examples of strong writing to help students understand and replicate elements like structure, coherence, and tone.
• Set Clear, Personalized Goals: Encourage students to set specific goals for each writing project, which helps them take ownership of their learning and stay focused on skills development.
• Feedback: Writing feedback can be incorporated into the classroom in a variety of ways including peer review and self-assessment using rubrics, as well as teacher feedback. It is key that feedback is timely and specific to help students to improve their writing.

By adopting these research-backed methods, teachers can foster literacy skills that benefit students not only academically but also in their personal and future professional lives, while also helping them become stronger readers.