The Effects of Writing Instruction on Reading Accuracy and Comprehension

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Belma Sadikovic


kindergarten, comprehension, guided reading, writing


The purpose of this study was to determine whether incorporating writing instruction during guided reading increases reading accuracy and comprehension in kindergarten students. The participants were divided into two groups based on instructional reading levels. One group received writing instruction during guided reading, while the other group did not. The writing instruction consisted of participants writing a sentence about the book they read during guided reading. Participants’ reading accuracy and comprehension were measured each week using the Fountas and Pinnell Benchmark Assessment System. After a six-week period, participants’ weekly instructional text levels were used to determine the rate of text level improvement (number of text levels increased/number of weeks) for each student. The average rate of improvement, reading accuracy, and comprehension scores for each research group were also measured to determine the effect of incorporating writing instruction during guided reading.

Abstract only: No full text available.