LITERATURE REVIEW 1
Action Research Case Study: Literature Review
Daniel Barnes
School of Education, Liberty University
Author Note
Daniel Barnes
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Daniel Barnes.
Email: dlbarnes1@liberty.edu
LITERATURE REVIEW 2
Action Research Case Study: Literature Review
Most researchers can agree to the 5 components that the science of reading has, which
would include: fluency, phonemic awareness, vocabulary, comprehension and phonics. For
writing, students have to study the writing process and all of the different texts that are involved.
According to research, incorporation of reading and writing will increase the students’ academic
achievement. Meg is a third year teacher who is trying to find that balance between of being able
to fit all of her instruction in for reading and writing within the Language Arts block, which is a
90 minute block. It has been challenging for her to teach reading and writing effectively by
following the writing workshop model. The language arts block should focus on reading and
writing independently, whole group, and guided. How can the Language Arts schedule be
revised where all reading and writing focus lessons can be implemented? Would this affect the
fourth graders academic achievement?
Components of Reading Instruction
The science of reading can be conveyed through the five components or “the big five”
(Graham, 2020, S36) are phonological awareness, phonics, fluency, vocabulary, and
comprehension (Graham, 2020; International Literacy Association, 2019; Robinson et al., 2016).
According to Graham (2020), not all researchers practice “the big five.” Some believe there are
only three components which focus on fluency, phonics and phonological awareness.
Researchers can agree the components of reading are interwoven (Graham, 2020; Collins et al.,
2017; International Literacy Association, 2019; Kuehner & Hurley, 2019; Sawchuk & Schwarts,
2019; Lee & Schallert, 2016; Robinson et al., 2016)
Components of Writing Instruction
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The science of writing required greater knowledge (Graham, 2020, Robinson et al.,
2016). When teaching writing instruction, it involves “functions and elements of different types
of text, studying and emulating model text, and providing and receiving feedback to improve
quality” (Graham, 2020, S36). When learning the writing process, students are able to understand
how to plan, draft, revise, and regulate. According to Graham & Robinson et al., it is important
for educators to instruct how to build sentence construction, spell correctly, work on their
handwriting as well as understand their vocabulary for writing in order to become outstanding
writers.
Theory
Jouhar et al. (2021), Graham (2020), Kuehner & Hurley (2019), Collins et al. (2017), Lee
& Schallert (2016), Robinson, et al. (2016) agree reading and writing are connected and students
have higher achievement when reading and writing are integrated. There are four knowledge
sources, which include: general, procedural, meta, and pragmatic. General knowledge is used by
students to understand the background knowledge and how they can brainstorm what they are
reading and incorporate it into their writing. Procedural knowledge is where goals are set,
questioning takes place, predictions, summarizations, information is accessed, visualization and
analyzing also occurs for the students to engage in the instruction of the writing process. Meta-
knowledge is where the purpose and function of our reading and writing is explained to the
students so that they can interpret what it is that they read and write. Pragmatic knowledge is
how students learn to decode words, spell them, and understand text features when reading.
“Cognitive and developmental theorists did not portray reading and writing as mutually
exclusive” (Collins et al., 2017). According to (Collins et al, 2017), the cognitivist-constructivist
revolution is what led the framework for reading and writing. It was a shared cognitive process
LITERATURE REVIEW 4
where learners were represented by their knowledge and construct meaning (Lee & Schallert,
2017).
Reading-Writing Instruction Connection
“Studies have shown when reading and writing are integrated students reading and
writing abilities increase” (Collins et al., 2017; Kuehner & Hurley, 2019; Sawchuk & Schwarts,
2019; Lee & Schallert, 2016). According to Graham (2020), the research showed how a student’s
writing improved when reading instruction was implemented. Jouhar & Rupley (2021) noted that
a student’s writing performance was enhanced through reading instruction. Lee & Schallert’s
(2016) study showed significant improvement in writing from the group who was receiving
explicit instruction. However, this particular group did not show much improvement in reading
comprehension. The control group did not show as much improvement as the other.
Independent Reading and Writing
Jouhar & Rupley (2021), completed a systematic review of independent reading and
independent writing. Independent reading is defined as a student who gets the opportunity to
choose what they would like to read without being instructed to do so. Independent writing is
defined as a student who gets the opportunity to write an essay with several paragraphs on a
topic of their choosing without being instructed to. The control groups and the experimental
groups did not show too much of a difference. The experimental group who did the reading
independently proved how their knowledge was increased through their enhanced narrative and
descriptiveness. For there to be a significant change and benefit to the student, foundational skills
for the reading and writing independently must be present.
LITERATURE REVIEW 5
Conclusion
According to research, similar knowledge bases and cognitive processes are connected
with reading and writing skills. Proper reading instruction has proven to improve a students’
writing abilities. However, writing instruction does not show to improve a students’ reading
abilities. Reading and writing integration lack a few of the updated limitations. According to
Graham (2020), most of the research that was done in regards to the integration of reading and
writing instruction, was back in the 1970’s and the 1980’s. There was one publication recently in
2020, but nothing since then. Times change, instruction and procedures change.
LITERATURE REVIEW 6
References
Collins, J. L., Lee, J., Fox, J. D., & Madigan, T. P. (2017). Bringing together reading and writing:
an experimental study of intensive reading comprehension in low-performing urban
elementary schools. Reading Research Quarterly, 52(3), 311-332.
http://doi.org/10.1002.rrq.175
Graham, S. (2020). The sciences of reading and writing must become more fully integrated.
Reading Research Quarterly, 55(S1), S35-S44. http://doi.org/10.1002/rrq.332
International Literacy Association. (2019). Meeting the challenges of early literacy phonics
instruction [Literacy leadership brief]. Newark, DE.
Jouhar, M. R. & Rupley, W. H. (2021). The reading-writing connection based on independent
reading and writing: A systematic review. Reading & Writing Quarterly, 37(7), 136-156.
http://doi.org/10.1080/10573569.2020.1740632
Kuehner, A. V. & Hurley, J. (2019). How integrating reading and writing supports student
success. Journal of Developmental Education, 42(2), 20-26. https://www-
proquestcom.ezproxy.liberty.edu/docview/2220135706?pq-origsite=summon
Lee, J. & Schallert, D. L. (2016). Exploring the reading-writing connection. A yearlong
classroom-based experimental study of middle school students developing literacy in a
new language. Reading Research Quarterly, 51(2), 143-164.
https://www.jstor.org/stable/43999150
Sawchuk, S. & Schwarts, S. (2019, July 18). Influential reading group makes it clear: Students
need systematic, explicit phonics. Education Week.
