Reading and Writing Relations and Their Development

Abstract

A brief retrospective is first provided on the study of reading and writing relations. Next, it is suggested that research has supported the theoretical contention that reading and writing rely on analogous mental processes and isomorphic knowledge. Four basic types of shared knowledge are delineated. Then, reasons are articulated about why it is also important to consider the separability of reading and writing. Further, over time, as reading and writing are learned, the nature of their relation changes. A description is then offered of a preliminary developmental outlook on the relation of reading and writing. The article concludes with theoretical and practical implications for use of a developmental model.