Writing as a window on reading: trait-level outcomes of an integrated reading, writing, and knowledge-building intervention for secondary school students with reading difficulties

Abstract

Adolescent students with reading difficulties face compounding challenges in both reading and writing, yet few interventions address both within content-area instruction. This study examined an integrated reading, writing, and knowledge-building intervention using Self-Regulated Strategy Development (SRSD) across four curriculum topics with 12 secondary school students with reading difficulties. A clustered concurrent multiple-baseline single-case design evaluated writing outcomes using an adapted 6+1 Trait® Writing Rubric. Visual analysis showed immediate level changes replicated across three staggered clusters, with complete observed non-overlap between phases for most students and outcomes; the pattern of gains nevertheless varied by trait. Findings extend SRSD research to secondary school students with reading difficulties and are consistent with, though do not test, the proposition that writing can index knowledge built through sustained curricular reading.