Using Writing as a Tool for Improving Reading and Learning: Strategies to Integrate Writing into Reading Activities

This blog is based on an eDWebinar featuring Dr. Michael Hebert, Professor and Associate Dean of Teacher Education, University of California, Irvine; Director of the UCI Writing Project

Writing is often viewed as a complex process that demands attention to multiple facets of language—vocabulary, grammar, mechanics, and organization—while requiring cognitive skills such as planning, revising, and self-regulation. But Dr. Hebert sees writing as far more than an essential academic skill or an end unto itself. Writing, in fact, actively promotes a student’s growth in reading and overall learning.

In a recent edWebinar sponsored by Voyager Sopris Learning, Dr. Hebert had the privilege of presenting on the topic of Using Writing as a Tool for Improving Reading and Learning. During that session, he connected with educators across the globe—teachers from New York City to Canada, Spain, Indiana, Nebraska, and beyond and shared key insights from his research and practical activities demonstrating the dual power of writing as both a skill to be mastered and an avenue to enhance reading comprehension.

What follows is an expanded discussion of the core ideas from that edWebinar detailing the strong connection between reading and writing, highlighting targeted classroom strategies, and emphasizing why explicit writing instruction is critical for students’ reading development. Whether you are a K–3 teacher or a high school instructor, the strategies here will help you encourage deep literacy learning through writing.

Why Writing Supports Reading

Dr. Hebert’s fascination with the synergy between reading and writing stems from his work on two reports supported by the Carnegie Corporation: Writing to Read (2010) and Informing Writing (2011). Those meta-analyses and subsequent research projects show the impact of writing on students’ reading proficiency. Some educators ask, “Why would writing boost reading comprehension and learning, especially if you already teach reading strategies in class?” The answer is multifaceted:

1. Common Knowledge Sources Reading and writing share similar underlying processes. Both draw on phonological awareness, vocabulary knowledge, text structure awareness, and an overall understanding of language conventions. For instance, if a student learns to encode (spell) a word accurately, that knowledge often helps them decode (read) that word more quickly.
2. Cognitive and Metacognitive Engagement Writing requires explicitness and self-reflection. When students write about the text—summaries, questions, analyses—they must logically clarify and connect the central ideas. That level of mental “organizing” simultaneously solidifies reading comprehension.
3. Permanent Product Writing creates a tangible record of a learner’s thinking, which can be revisited, critiqued, and refined. This process allows students to recall key concepts later and better grasp relationships among ideas presented in the text.
4. Communication Activity Both reading and writing revolve around communication. When students write about what they read, they internalize an author’s purpose and the strategies authors use to communicate with an audience. By walking in the author’s shoes, learners deepen their ability to interpret texts as readers and develop effective learning strategies.

Three Major Recommendations

Drawing on Dr. Hebert’s research and classroom observations, he consistently points to three main recommendations for integrating writing into reading instruction, highlighting the role of effective communication in enhancing student learning. These emerged from Writing to Read and have been supported by numerous additional studies:

1. Have Students Write About Text
2. Teach Writing Skills Explicitly
3. Encourage More Writing, More Often

Let’s explore each in detail.

1. Have Students Write About Text

One simplest yet most powerful way to bolster reading comprehension is to give students frequent opportunities to write about the texts they read. By translating a reading experience into written form—through notes, summaries, questions, or analytical responses—students grapple with the meaning on a deeper level.

Evidence from Meta-Analyses 

His meta-analysis found moderate-to-strong effects on reading comprehension when students wrote about the texts they read. The effect sizes often hovered between .27 and above .50 (and in a few subcategories, even higher). From this perspective, an effect size of .40 or .50 can be considered substantial progress for many learners.

Classroom Writing Activities 

There are several ways to structure writing about reading:

Summaries 

After reading a paragraph or a section of text, ask students to shrink it into a concise statement. Dr. Hebert often challenges them to summarize a paragraph in 10 words or fewer—a powerful exercise that compels them to pinpoint the core idea. For example, if students read a short article on the greenhouse effect, you might have them produce a one-sentence, 10-word summary that captures its essence.

Note-Taking 

Ask students to identify similarities and differences, key concepts, or main events as they read. For instance, if the text compares animal cells to plant cells, students can create two columns labeled “Similarities” and “Differences.” This approach helps them see how ideas connect and prompts them to re-check the text for relevant details.

Generating Questions 

Questions open the door to deeper thinking and personal engagement. Encourage learners to write questions about the text or topic. Younger students may ask literal questions (e.g., “When was the statue built?”), while older students might propose more interpretive or evaluative ones (e.g., “Why was the statue designed as a female figure?”). This personal involvement is an excellent way to promote active decision-making and curiosity.

Analysis and Interpretation 

Ask students to interpret themes, symbols, or messages through a short-written reflection for stories, poems, or more complex informational texts. For instance, sharing thoughts on a brief poem like “Puzzle” by Matt Goodfellow can help them translate an emotional or metaphorical response into carefully chosen words.

Each writing approach prompts students to synthesize, reorganize, or elaborate on the text’s content. Instead of passively reading, they become active participants who uncover meaningful connections and analyze the author’s ideas.

2. Teach Writing Skills Explicitly

Writing about text is highly beneficial, but many students struggle to reap those benefits if they lack core writing skills, often among striving readers, English learners, or students with disabilities. They want to translate their ideas onto paper, but their spelling, sentence construction, or handwriting slows them down or undermines the clarity of their written expression.

Shared Underpinnings of Reading and Writing 

Research shows that teaching writing skills—like spelling, sentence combining, and text structure—can improve reading outcomes. Consider spelling: strong spellers demonstrate a heightened awareness of letter-sound patterns. If you can accurately spell a word, you can usually read that word with greater ease. The same principle applies to sentence writing—students who learn to construct more complex sentences better comprehend sophisticated sentence structures in texts.

Practical Skills Instruction

The noodles were long. The noodles were skinny. The noodles fell on the floor. The noodles cracked into pieces. The dinner was ruined. Students merge these ideas into one or two sentences that capture all the content but in a more sophisticated way. They learn about conjunctions, subordinate clauses, and compound predicates. Over time, practicing sentence combining improves writing and reading fluency because students gain familiarity with more complex syntax.

Spelling instruction should expand beyond simple memorization. Dr. Hebert encourages teachers to focus on morphemes—the most minor meaningful units in language—such as prefixes, suffixes, and roots. For instance, compare how the suffix -ible appears in “incredible,” “eligible,” and “edible,” while the suffix -able shows up in “dependable,” “expandable,” and “affordable.” Although they sound alike when read aloud, the base or root of each word dictates spelling.

When students learn to sort words by root and suffix, they see the logic of language. This knowledge also reinforces decoding skills, especially with more extended, multi-syllabic words common in upper elementary texts and beyond.

In expository or informational writing, structures like description, compare/contrast, cause/effect, sequence, or problem-solving provide mental frameworks for organizing thoughts. Teaching these explicitly—through graphic organizers, sample texts, and targeted practice—helps students become better writers and more astute readers who recognize how authors build their arguments or sequence information.

These explicit writing techniques and skills should not be left to chance. When teachers actively instruct students in grammar, spelling, organizing paragraphs, or using text structures, those students develop the capacity to write more confidently and glean more from what they read.

3. Encourage More Writing, More Often

Students who write frequently become more proficient in reading comprehension, even when the writing is not strictly about their reading assignment. Writing itself—setting goals, refining ideas, and producing text—enhances the way students read.

Research Findings 

Several studies demonstrate that a “writer’s workshop” approach can offer unexpected dividends in reading. In one study, classes dedicated to writing instruction over a multi-week period outperformed those committed to reading instruction alone on reading tests. It appears that immersing students in the activity of authors—where they consider purpose, audience, and text structure—strengthens their sense of how reading material is created and organized.

That said, it is essential to ensure a balance. Students still need explicit reading instruction, guided practice in reading comprehension strategies, and targeted phonics or phonemic awareness instruction if they struggle with word reading. More consistent practice with writing—crafting arguments, journaling, reflecting on science experiments, or analyzing historical documents—will amplify their reading achievement.

Differentiation and Scaffolding

Every classroom is a tapestry of learners. Some students arrive with strong writing skills, others with reading skills, and others are beginning in both areas. Differentiate your writing-to-read instruction using scaffolds that support students at each level:

Early Elementary

• Phonics Integration

When you teach letter-sound correspondences, have students write the letters as you articulate the sounds. Then, blend the sounds to form short words. This synergy cements early decoding and encoding skills.

• Sentence Frames

For K–1 students, use sentence frames (e.g., “I predict ___ because ___”) to promote structured writing about reading.

Upper Elementary

• Guided Note-Taking

Provide graphic organizers for compare/contrast or cause/effect reading passages. Have students work in pairs to fill in the notes, then transform those notes into a concise summary.

• Sentence Combining with Vocabulary

Introduce new vocabulary by embedding it in short, choppy sentences that students combine. This approach supports grammar practice, vocabulary expansion, and reading comprehension.

Secondary Students

• Analytical Essays

Require text-based evidence in their written responses. Students must revisit the text, evaluate the author’s claims, and integrate quotes or data to build coherent arguments.

• Student-Led Discussion

Have students generate written questions in advance, share them in small groups, and respond in writing. This rotation ensures deeper engagement with the reading material.

Regardless of grade level, consider small-group or one-on-one sessions for students who need additional help. Show them how to break down tasks and supply targeted feedback to encourage growth. More input and individualized support often spell the difference between cursory writing assignments and genuine academic gains.

Caution: Writing Alone Isn’t Enough

Although writing activities powerfully advance reading development, writing alone does not replace comprehensive reading instruction. Students must still learn to decode words, engage in read-alouds, and practice reading comprehension strategies (e.g., question generation, summarizing). Dr. Hebert has observed classrooms where writing is heavily assigned but not explicitly taught or guided. Merely assigning writing is not the same as teaching writing.

Additionally, teachers should introduce relevant background knowledge before expecting students to write about a subject. For example, a student with limited knowledge of earth science may produce inaccuracies if asked to explain why some days are longer than others. Provide informational text, visual aids, or a brief topic discussion first. Then, encourage writing so students can organize and deepen that fresh knowledge base.

Working With Struggling Readers and Writers

Students who struggle with writing—especially those with dyslexia or other learning differences—can see significant benefits when writing instruction is closely tied to structured reading support. For instance, we often have those learners practice handwriting, spelling, and sentence skills with their phonics-based reading program.

• Explicit Handwriting Practice: Some younger students need direct help forming letters quickly and legibly so that handwriting does not impede their written expression.
• Spelling Patterns: Integrate morphological awareness. If students can break down “predictable” into pre- + dict + -able, they gain a foothold in both spelling and reading.

In short, ensure that writing does not become a further barrier. Make it a scaffolded, systematic experience with multiple opportunities for success and growth.

Technology Considerations: Handwriting vs. Typing

An often-asked question is whether to have students type rather than handwrite notes or assignments. Dr. Hebert’s team at UC Irvine has been researching the differences between handwriting, keyboarding, and speech-to-text dictation and find that each tool has pros and cons:

• Handwriting can be quicker for some students—especially in early elementary—when they have practiced letter formation. It also allows for annotations, arrows, and the freedom to write in margins or rework spatial organization on the page.
• Typing becomes advantageous once students develop adequate fluency at the keyboard. Digital text can be rearranged easily, while collaboration tools (e.g., shared documents) enable peer feedback and teacher support in real time.
• Speech-to-Text might support students with significant spelling or motor difficulties. However, it requires planning and revision skills since dictated text often includes misheard words or incorrect punctuation.

Rather than forcing a single approach, they recommend guiding students to build proficiency in each. For daily class activities—like note-taking, short reflections, or brainstorming—choose the mode that promotes the greatest ease and cognitive engagement. Teach them the practical use of each tool so over time, they become flexible, strategic writers who adapt according to purpose and context.

Practical Examples to Get Started

Below are some suggestions for integrating writing into your day-to-day lessons:

1. K–2 Literacy Block
   1. After a short read-aloud, ask students to illustrate their favorite part, then write one sentence explaining why they liked it. Over time, increase the volume of writing to two or three sentences.
   2. During phonics instruction, use a “Say-Spell-Say” approach for high-frequency words and then have them practice writing those words on individual whiteboards.
2. 3–5 Content-Area Instruction
   1. Ask students to keep a science journal. After reading a short article or engaging in an experiment, they write predictions, record observations, and reflect on the results.
   2. Teach them to combine short, choppy sentences that you’ve pre-written about social studies topics (e.g., local history, historical figures). Then have students generate their own sentences on a similar topic using newly learned vocabulary.
3. 6–12 ELA and Social Studies
   1. Provide a set of open-ended questions on a literary text or historical source. Have students write a paragraph response to at least one question, citing evidence from the reading. Then, in small groups, they exchange responses and offer peer feedback.
   2. Introduce summary vs. analysis. Students first summarize a chapter with no personal input, then in a new paragraph, analyze or critique the author’s viewpoint. Splitting these tasks clarifies the difference between retelling and interpretation.

Resources and Additional Reading:

• Writing to Read – Carnegie Corporation Report (2010)
• Informing Writing – Carnegie Corporation Report (2011), covering the benefits of formative assessment
• Best Practices in Writing Instruction (3rd Edition) – A comprehensive resource with chapters on writing processes, instructional frameworks, and strategies
• The Reading Teacher – Look for articles co-authored by Michael Hebert on combining reading and writing instruction, text structure strategies, and sentence-level interventions

If you’re curious about structured, research-based reading and writing programs:

• Step Up to Writing from Voyager Sopris Learning offers a wide range of multi-sensory strategies that develop your students’ abilities to produce thoughtful, well-crafted compositions.
• Voyager Passport integrates the five core components of reading—phonemic awareness, phonics, fluency, vocabulary, and comprehension—while strategically including writing in response to reading. You can find more details at voyagersopris.com.

Next Steps

Dr. Hebert suggests taking some small but deliberate steps:

1. Start With One Strategy: If you teach elementary school, try 10-word summaries. If you teach secondary students, assign them to write discussion questions and answer or debate them in class.
2. Model and Guide: Demonstrate your thinking as you write a summary or take notes. Show them how you select key ideas and arrange them.
3. Differentiate: Adjust for student needs by giving sentence frames, prompting the use of graphic organizers, or modifying the complexity of texts.
4. Offer Feedback: The improvement in writing—and reading—comes when students have frequent practice and consistent feedback. Praise successes but also show them constructive next steps.
5. Integrate Across Content: Let writing be a daily feature in science, social studies, math, and elective courses. The more students practice purposeful writing, the more they solidify reading comprehension skills.

As teachers, you facilitate these connections. By showing students how to harness writing to explore, clarify, and remember key concepts, you empower them to write more effectively and read with greater insight. Ultimately, writing instruction is not an “extra” but integral to the literacy experience.

In Closing

Teaching writing with reading might initially feel like an additional task, but it streamlines literacy development. Through explicit skill-building, purposeful writing about texts, and consistent practice, we strengthen our students’ command of language. These strategies can help them become confident readers who see texts as springboards for thinking, discussing, and reflecting.

About Michael Hebert

Dr. Michael Hebert is a professor and associate dean of teacher education at the University of California, Irvine School of Education. He also directs the UCI Writing Project. His primary research interests include writing instruction, writing assessment, the development of writing interventions, and the reciprocal impacts of writing on reading, with a particular focus on students at risk for disabilities. He is co-author of the influential Carnegie Corporation reports Writing to Read and Informing Writing and serves on the Journal of Educational Psychology editorial board. Feel free to reach out regarding potential doctoral work or collaboration on literacy projects.

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