{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,24]],"date-time":"2026-08-24T19:55:38Z","timestamp":1787601338397,"version":"build-2736575974"},"reference-count":107,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2023,6,30]],"date-time":"2023-06-30T00:00:00Z","timestamp":1688083200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Psychol."],"abstract":"<jats:sec><jats:title>Introduction<\/jats:title><jats:p>Writing difficulties frequently manifest comorbidly with reading challenges, and reading is implicated in particular acts of writing, such as reviewing and editing. Despite what is known, however, there remain significant barriers to understanding the nature of reading-writing relations, as few studies are comprehensive in the number and types of literacy skills evaluated. This study consists of a secondary data analysis of two studies employing structural equation modeling (SEM) to evaluate relations among reading and writing components skills independently, using the Direct and Inferential Mediation Model (DIME) of reading comprehension and Not-so-Simple View of Writing (NSVW) as theoretical frameworks.<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>We examine relations between reading and writing components from these models with a sample of upper elementary students with\/at-risk for learning disabilities (<jats:italic>n<\/jats:italic>= 405). Lower-order components included word reading, vocabulary, handwriting and spelling. Higher-order components included background knowledge, reading strategies, inferencing, planning, editing, and revision. The literacy outcomes were oral and silent reading fluency, reading comprehension, and writing quality and productivity. We systematically build a Reading-to-Writing Mediation (RWM) model by first merging the DIME and NSVW components in a direct effects model (Aim 1), expanding the joint model to include reading and writing fluency (Aim 2), evaluating indirect effects between DIME and NSVW component skills (Aim 3), and finally, evaluating indirect effects with reading and writing fluency (Aim 4).<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>The findings suggest that higher order fluency and comprehension skills are differentially related to writing activities and products.<\/jats:p><\/jats:sec><jats:sec><jats:title>Discussion<\/jats:title><jats:p>The pattern of results helps elucidate the mechanisms of how various reading and writing skills transfer and relate. The results have implications for targeted and implicit instruction in multicomponent interventions and the use of screeners to identify areas of risk.<\/jats:p><\/jats:sec>","DOI":"10.3389\/fpsyg.2023.1033970","type":"journal-article","created":{"date-parts":[[2023,6,30]],"date-time":"2023-06-30T21:52:15Z","timestamp":1688161935000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":5,"title":["Reading-to-Writing Mediation model of higher-order literacy"],"prefix":"10.3389","volume":"14","author":[{"given":"Yusra","family":"Ahmed","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Shawn C.","family":"Kent","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Milena","family":"Keller-Margulis","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1965","published-online":{"date-parts":[[2023,6,30]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"281","DOI":"10.1037\/a0019318","article-title":"Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7","volume":"102","author":"Abbott","year":"2010","journal-title":"J. Educ. Psychol."},{"key":"ref2","doi-asserted-by":"publisher","first-page":"68","DOI":"10.1016\/j.cedpsych.2016.02.002","article-title":"Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12","author":"Ahmed","year":"2016","journal-title":"Contemp. Educ. Psychol."},{"key":"ref3","doi-asserted-by":"publisher","first-page":"272","DOI":"10.1080\/10573569.2021.1948374","article-title":"The not-so-simple view of writing in struggling readers\/writers","volume":"38","author":"Ahmed","year":"","journal-title":"Read. Writ. Q."},{"key":"ref4","doi-asserted-by":"publisher","first-page":"58","DOI":"10.1177\/0022219421995904","article-title":"Structure altering effects of a multicomponent reading intervention: an application of the direct and inferential mediation (DIME) model of reading comprehension in upper elementary grades","volume":"55","author":"Ahmed","year":"","journal-title":"J. Learn. Disabil."},{"key":"ref5","doi-asserted-by":"publisher","first-page":"419","DOI":"10.1037\/a0035692","article-title":"Developmental relations between reading and writing at the word, sentence, and text levels: a latent change score analysis","volume":"106","author":"Ahmed","year":"2014","journal-title":"J. Educ. Psychol."},{"key":"ref6","doi-asserted-by":"publisher","first-page":"287","DOI":"10.3758\/BF03192780","article-title":"Eye and pen: a new device for studying reading during writing","volume":"38","author":"Alamargot","year":"2006","journal-title":"Behav. Res. Methods"},{"key":"ref7","doi-asserted-by":"publisher","first-page":"663","DOI":"10.3917\/anpsy.144.0663","article-title":"Reading comprehension components and their relation to writing","volume":"114","author":"Allen","year":"2014","journal-title":"L\u2019Annee Psychologique"},{"key":"ref8","doi-asserted-by":"crossref","first-page":"151","DOI":"10.58680\/ccc201220864","article-title":"Tracking the mind\u2019s eye: a new technology for researching twenty-first-century writing and reading processes","volume":"64","author":"Anson","year":"2012","journal-title":"Coll. Compos. Commun."},{"key":"ref9","volume-title":"The condition of education 2012 (NCES 2012\u2013045)","author":"Aud","year":"2012"},{"key":"ref10","doi-asserted-by":"publisher","first-page":"121","DOI":"10.1007\/s11145-019-09977-0","article-title":"Spelling error analysis of written summaries in an academic register by students with specific learning disabilities: phonological, orthographic, and morphological influences","volume":"33","author":"Bahr","year":"2020","journal-title":"Read. Writ."},{"key":"ref11","doi-asserted-by":"publisher","first-page":"253","DOI":"10.1006\/brln.2000.2385","article-title":"Knowledge-based inferencing after childhood head injury","volume":"76","author":"Barnes","year":"2001","journal-title":"Brain Lang."},{"key":"ref12","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1080\/00405849109543495","article-title":"\u201cLearning to fasten the seat of my union suit without looking around\u201d: the synchrony of literacy development","volume":"30","author":"Bear","year":"1991","journal-title":"Theory Pract."},{"key":"ref13","doi-asserted-by":"publisher","first-page":"9","DOI":"10.2307\/1179375","article-title":"An attainable version of high literacy: approaches to teaching higher-order skills in reading and writing","volume":"17","author":"Bereiter","year":"1987","journal-title":"Curric. Inq."},{"key":"ref14","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1007\/s11881-011-0054-0","article-title":"Teaching children with dyslexia to spell in a reading-writers\u2019 workshop","volume":"63","author":"Berninger","year":"2013","journal-title":"Ann. Dyslexia"},{"key":"ref15","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1016\/j.jsp.2006.11.008","article-title":"Writing problems in developmental dyslexia: under-recognized and under-treated","volume":"46","author":"Berninger","year":"2008","journal-title":"J. Sch. Psychol."},{"key":"ref16","doi-asserted-by":"publisher","first-page":"291","DOI":"10.1037\/0022-0663.94.2.291","article-title":"Teaching spelling and composition alone and together: implications for the simple view of writing","volume":"94","author":"Berninger","year":"2002","journal-title":"J. Educ. Psychol."},{"key":"ref17","first-page":"96","article-title":"Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution","volume-title":"Handbook of writing research","author":"Berninger","year":"2006"},{"key":"ref18","doi-asserted-by":"publisher","first-page":"489","DOI":"10.1023\/A:1008084120205","article-title":"Inference making ability and its relation to comprehension failure in young children","volume":"11","author":"Cain","year":"1999","journal-title":"Read. Writ."},{"key":"ref19","doi-asserted-by":"publisher","first-page":"65","DOI":"10.1177\/0022219414528539","article-title":"Oral and written expression in children with reading comprehension difficulties","volume":"49","author":"Carretti","year":"2016","journal-title":"J. Learn. Disabil."},{"key":"ref20","doi-asserted-by":"publisher","first-page":"257","DOI":"10.1016\/s0022-5371(79)90146-4","article-title":"Acquisition of domain-related information in relation to high and low domain knowledge","volume":"18","author":"Chiesi","year":"1979","journal-title":"J. Verbal Learn. Verbal Behav."},{"key":"ref21","volume-title":"The contextual learning scale","author":"Cirino","year":"2012"},{"key":"ref22","doi-asserted-by":"publisher","first-page":"437","DOI":"10.1037\/a0037520","article-title":"CBM reading, mathematics, and written expression at the secondary level: examining latent composite relations among indices and unique predictions with a state achievement test","volume":"107","author":"Codding","year":"2015","journal-title":"J. Educ. Psychol."},{"key":"ref23","doi-asserted-by":"publisher","first-page":"97","DOI":"10.1177\/07410883211052104","article-title":"A product-and process-oriented tagset for revisions in writing","volume":"39","author":"Conijn","year":"2022","journal-title":"Writ. Commun."},{"key":"ref24","doi-asserted-by":"publisher","first-page":"175","DOI":"10.1207\/s15326942dn2901_9","article-title":"Contribution of lower order skills to the written composition of college students with and without dyslexia","volume":"29","author":"Connelly","year":"2006","journal-title":"Dev. Neuropsychol."},{"key":"ref25","doi-asserted-by":"publisher","first-page":"17","DOI":"10.1177\/0731948714565461","article-title":"Writing disabilities and reading disabilities in elementary school students: rates of co-occurrence and cognitive burden","volume":"39","author":"Costa","year":"2016","journal-title":"Learn. Disabil. Q."},{"key":"ref9002","doi-asserted-by":"publisher","first-page":"55","DOI":"10.1080\/01443410500340991","article-title":"Exploring written narrative in children with poor reading comprehension","volume":"26","author":"Cragg","year":"2006","journal-title":"Educational Psychology"},{"key":"ref26","doi-asserted-by":"publisher","first-page":"311","DOI":"10.1037\/0022-0663.99.2.311","article-title":"Testing and refining the direct and inferential mediation model of reading comprehension","volume":"99","author":"Cromley","year":"2007","journal-title":"J. Educ. Psychol."},{"key":"ref27","volume-title":"6+ 1 traits of writing: The complete guide grades 3 and up","author":"Culham","year":"2003"},{"key":"ref28","first-page":"178","article-title":"Improving expository writing by increasing background knowledge","volume":"33","author":"Davis","year":"1989","journal-title":"J. Read."},{"key":"ref30","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1002\/j.2333-8504.2008.tb02141.x","article-title":"Cognitive models of writing: writing proficiency as a complex integrated skill","volume":"2008","author":"Deane","year":"2008","journal-title":"ETS Res. Rep. Ser."},{"key":"ref31","doi-asserted-by":"publisher","first-page":"617","DOI":"10.1002\/pits.21933","article-title":"Cognitive components of developmental writing skill","volume":"53","author":"Decker","year":"2016","journal-title":"Psychol. Sch."},{"key":"ref32","doi-asserted-by":"publisher","first-page":"184","DOI":"10.1177\/00224669030370030801","article-title":"Developments in curriculum-based measurement","volume":"37","author":"Deno","year":"2003","journal-title":"J. Spec. Educ."},{"key":"ref29","doi-asserted-by":"publisher","first-page":"411","DOI":"10.1177\/0741088318788070","article-title":"Exploring the process of reading during writing using eye tracking and keystroke logging","volume":"35","author":"De Smet","year":"2018","journal-title":"Writ. Commun."},{"key":"ref33","doi-asserted-by":"publisher","first-page":"174","DOI":"10.1177\/001440290807400203","article-title":"Curriculum-based measurement in writing: predicting the success of high-school students on state standards tests","volume":"74","author":"Espin","year":"2008","journal-title":"Except. Child."},{"key":"ref34","doi-asserted-by":"publisher","first-page":"149","DOI":"10.1177\/07419325020230030301","article-title":"School-based evidence for the validity of curriculum-based measurement of reading and writing","volume":"23","author":"Fewster","year":"2002","journal-title":"Remedial Spec. Educ."},{"key":"ref35","doi-asserted-by":"publisher","first-page":"39","DOI":"10.1207\/s15326985ep3501_5","article-title":"Reading and writing relations and their development","volume":"35","author":"Fitzgerald","year":"2000","journal-title":"Educ. Psychol."},{"key":"ref36","volume-title":"Learning disabilities: From identification to intervention","author":"Fletcher","year":"2018"},{"key":"ref37","doi-asserted-by":"publisher","first-page":"21","DOI":"10.2307\/356630","article-title":"The cognition of discovery: defining a rhetorical problem","volume":"31","author":"Flower","year":"1980","journal-title":"Coll. Compos. Commun."},{"key":"ref38","doi-asserted-by":"publisher","first-page":"e266","DOI":"10.1111\/cdev.13218","article-title":"Reading and spelling development across languages varying in orthographic consistency: do their paths cross?","volume":"91","author":"Georgiou","year":"2020","journal-title":"Child Dev."},{"key":"ref40","doi-asserted-by":"publisher","first-page":"723","DOI":"10.1007\/s11145-022-10274-6","article-title":"Properties of a combined measure of Reading and writing: the assessment of writing, self-monitoring, and Reading (AWSM reader)","volume":"36","author":"Gioia","year":"2023","journal-title":"Read. Writ."},{"key":"ref41","doi-asserted-by":"publisher","first-page":"6","DOI":"10.1177\/074193258600700104","article-title":"Decoding, reading, and reading disability","volume":"7","author":"Gough","year":"1986","journal-title":"Remedial Spec. Educ."},{"key":"ref42","doi-asserted-by":"publisher","first-page":"258","DOI":"10.1080\/00461520.2018.1481406","article-title":"A revised writer (s)-within-community model of writing","volume":"53","author":"Graham","year":"2018","journal-title":"Educ. Psychol."},{"key":"ref43","doi-asserted-by":"publisher","first-page":"1015","DOI":"10.1007\/s11145-013-9495-7","article-title":"Teaching writing to middle school students: a national survey","volume":"27","author":"Graham","year":"2014","journal-title":"Read. Writ."},{"key":"ref45","doi-asserted-by":"publisher","first-page":"710","DOI":"10.17763\/haer.81.4.t2k0m13756113566","article-title":"Writing to read: a meta-analysis of the impact of writing and writing instruction on reading","volume":"81","author":"Graham","year":"2011","journal-title":"Harv. Educ. Rev."},{"key":"ref46","volume-title":"Test of written language-(TOWL-4)","author":"Hammill","year":"2009"},{"key":"ref47","doi-asserted-by":"publisher","first-page":"609","DOI":"10.1037\/edu0000082","article-title":"The effects of text structure instruction on expository reading comprehension: a meta-analysis","volume":"108","author":"Hebert","year":"2016","journal-title":"J. Educ. Psychol."},{"key":"ref48","doi-asserted-by":"publisher","first-page":"843","DOI":"10.1044\/2018_lshss-dyslc-18-0024","article-title":"Why children with dyslexia struggle with writing and how to help them","volume":"49","author":"Hebert","year":"2018","journal-title":"Lang. Speech Hear Schools"},{"key":"ref49","doi-asserted-by":"publisher","first-page":"127","DOI":"10.1007\/BF00401799","article-title":"The simple view of reading","volume":"2","author":"Hoover","year":"1990","journal-title":"Read. Writ."},{"key":"ref50","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/10705519909540118","article-title":"Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives","volume":"6","author":"Hu","year":"1999","journal-title":"Struct. Equ. Model."},{"key":"ref51","doi-asserted-by":"publisher","first-page":"243","DOI":"10.1037\/0022-0663.78.4.243","article-title":"Acquisition of literacy: a longitudinal study of children in first and second grade","volume":"78","author":"Juel","year":"1986","journal-title":"J. Educ. Psychol."},{"key":"ref52","volume-title":"Kaufman brief intelligence test\u2013second edition (KBIT-2)","author":"Kaufman","year":"2004"},{"key":"ref54","doi-asserted-by":"publisher","first-page":"215","DOI":"10.1037\/edu0000564","article-title":"Expanding the direct and indirect effects model of writing (DIEW): dynamic relations of component skills to various writing outcomes","volume":"114","author":"Kim","year":"2022","journal-title":"J. Educ. Psychol."},{"key":"ref53","doi-asserted-by":"crossref","first-page":"11","DOI":"10.1007\/978-3-030-38811-9_2","article-title":"Interactive dynamic literacy model: an integrative theoretical framework for reading-writing relations","volume-title":"Reading-writing connections","author":"Kim","year":"2020"},{"key":"ref55","doi-asserted-by":"publisher","first-page":"35","DOI":"10.1037\/edu0000129","article-title":"Expanding the developmental models of writing: a direct and indirect effects model of developmental writing (DIEW)","volume":"109","author":"Kim","year":"2017","journal-title":"J. Educ. Psychol."},{"key":"ref9003","doi-asserted-by":"publisher","first-page":"163","DOI":"10.1037\/0033-295X.95.2.163","article-title":"The role of knowledge in discourse comprehension: a construction-integration model","volume":"95","author":"Kintsch","year":"1988","journal-title":"Psychological Review"},{"key":"ref56","first-page":"13","article-title":"The Reading journal: a bridge between Reading and writing","volume":"18","author":"Kirby","year":"1986","journal-title":"Forum Read"},{"key":"ref57","doi-asserted-by":"publisher","first-page":"317","DOI":"10.1177\/0741088385002003006","article-title":"The making of meaning: Reading and writing as parallel processes","volume":"2","author":"Kucer","year":"1985","journal-title":"Writ. Commun."},{"key":"ref58","volume-title":"Children reading and writing: structures and strategies","author":"Langer","year":"1986"},{"key":"ref59","doi-asserted-by":"publisher","first-page":"141","DOI":"10.1007\/bf02648083","article-title":"Spelling errors and reading fluency in compensated adult dyslexics","volume":"41","author":"Lefly","year":"1991","journal-title":"Ann. Dyslexia"},{"key":"ref60","doi-asserted-by":"publisher","first-page":"177","DOI":"10.1111\/bjep.12020","article-title":"Children\u2019s high-level writing skills: development of planning and revising and their contribution to writing quality","volume":"84","author":"Limpo","year":"2013","journal-title":"Br. J. Educ. Psychol."},{"key":"ref61","first-page":"272","article-title":"Instruction in evaluation and revision","volume-title":"Handbook of writing research","author":"MacArthur","year":"2016"},{"key":"ref62","volume-title":"Gates-MacGinitie reading tests","author":"MacGinitie","year":"2000"},{"key":"ref63","volume-title":"Essentials of WJ III [TM] Tests of Achievement Assessment. Essentials of psychological assessment series","author":"Mather","year":"2001"},{"key":"ref64","doi-asserted-by":"publisher","first-page":"299","DOI":"10.1007\/bf01464076","article-title":"A capacity theory of writing: working memory in composition","volume":"8","author":"McCutchen","year":"1996","journal-title":"Educ. Psychol. Rev."},{"key":"ref65","volume-title":"The condition of education 2019. NCES 2019-144","author":"McFarland","year":"2019"},{"key":"ref9004","doi-asserted-by":"publisher","first-page":"85","DOI":"10.1207\/s1532799xssr0902_1","article-title":"Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1 to 4","volume":"9","author":"Mehta","year":"2005","journal-title":"Scientific Studies of Reading"},{"key":"ref66","doi-asserted-by":"publisher","first-page":"289","DOI":"10.1080\/02702711.2016.1263700","article-title":"Three DIBELS tasks vs. three informal reading\/spelling tasks: a comparison of predictive validity","volume":"38","author":"Morris","year":"2017","journal-title":"Read. Psychol."},{"key":"ref67","doi-asserted-by":"publisher","first-page":"36","DOI":"10.1207\/s15328007sem0701_02","article-title":"Doing the four-step right","volume":"7","author":"Mulaik","year":"2000","journal-title":"Struct. Equ. Model."},{"key":"ref68","volume-title":"Mplus user\u2019s guide","author":"Muthen","year":""},{"key":"ref69","volume-title":"Job Outlook 2018","year":"2017"},{"key":"ref70","unstructured":"2004"},{"key":"ref71","unstructured":"2005"},{"key":"ref72","doi-asserted-by":"publisher","first-page":"100909","DOI":"10.1016\/j.jeap.2020.100909","article-title":"Improving students\u2019 source integration skills: does a focus on reading comprehension and vocabulary development work?","volume":"48","author":"Neumann","year":"2020","journal-title":"J. Engl. Acad. Purp."},{"key":"ref73","doi-asserted-by":"publisher","first-page":"161","DOI":"10.3102\/0002831206298171","article-title":"The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional \u201chigh-stakes\u201d measures of high school students\u2019 science achievement","volume":"44","author":"O\u2019Reilly","year":"2007","journal-title":"Am. Educ. Res. J."},{"key":"ref74","doi-asserted-by":"publisher","first-page":"37","DOI":"10.1037\/a0013462","article-title":"The relationship between the discourse knowledge and the writing performance of elementary-grade students","volume":"101","author":"Olinghouse","year":"2009","journal-title":"J. Educ. Psychol."},{"key":"ref75","doi-asserted-by":"publisher","first-page":"45","DOI":"10.1007\/s11145-012-9392-5","article-title":"The relationship between vocabulary and writing quality in three genres","volume":"26","author":"Olinghouse","year":"2013","journal-title":"Read. Writ."},{"key":"ref76","doi-asserted-by":"publisher","first-page":"355","DOI":"10.1007\/s11145-017-9788-3","article-title":"The direct and indirect effects of word reading and vocabulary on adolescents\u2019 reading comprehension: comparing struggling and adequate comprehenders","volume":"31","author":"Oslund","year":"2018","journal-title":"Read. Writ."},{"key":"ref77","doi-asserted-by":"publisher","first-page":"159","DOI":"10.1016\/j.lindif.2015.11.013","article-title":"How vocabulary knowledge of middle-school students from low socioeconomic backgrounds influences comprehension processes and outcomes","volume":"45","author":"Oslund","year":"2016","journal-title":"Learn. Individ. Differ."},{"key":"ref78","doi-asserted-by":"publisher","first-page":"110","DOI":"10.1080\/00220671.2018.1445609","article-title":"A path analytic model linking foundational skills to grade 3 state reading achievement","volume":"112","author":"Paige","year":"2019","journal-title":"J. Educ. Res."},{"key":"ref79","doi-asserted-by":"publisher","first-page":"144","DOI":"10.1177\/016146818408500506","article-title":"Chapter VI: on becoming a thoughtful reader: learning to read like a writer","volume":"85","author":"Pearson","year":"1984","journal-title":"Teach. Coll. Rec."},{"key":"ref80","doi-asserted-by":"publisher","first-page":"243","DOI":"10.1016\/j.jecp.2009.10.006","article-title":"The role of illustrations in children\u2019s inferential comprehension","volume":"105","author":"Pike","year":"2010","journal-title":"J. Exp. Child Psychol."},{"key":"ref81","doi-asserted-by":"publisher","first-page":"145","DOI":"10.1016\/j.ridd.2016.01.004","article-title":"Further evidence of poor comprehenders\u2019 difficulty with expressive writing: exploring the role of inferences","author":"Re","year":"2016","journal-title":"Res. Dev. Disabil."},{"key":"ref82","first-page":"101220","article-title":"Contributions of attentional control, hyperactivity, and reading skills to performance on a fourth-grade state writing test","author":"Reid","year":"","journal-title":"J. Sch. Psychol."},{"key":"ref83","doi-asserted-by":"publisher","first-page":"54","DOI":"10.1111\/ldrp.12030","article-title":"Identifying writing difficulties in first grade: an investigation of writing and reading measures","volume":"29","author":"Ritchey","year":"2014","journal-title":"Learn. Disabil. Res. Pract."},{"key":"ref84","doi-asserted-by":"publisher","first-page":"131","DOI":"10.1177\/0741932517750818","article-title":"Examining the effects of afterschool reading interventions for upper elementary struggling readers","volume":"39","author":"Roberts","year":"2018","journal-title":"Remedial Spec. Educ."},{"key":"ref86","doi-asserted-by":"publisher","first-page":"116","DOI":"10.1037\/0022-0663.78.2.116","article-title":"An analysis and comparison of theoretical models of the reading\u2013writing relationship","volume":"78","author":"Shanahan","year":"1986","journal-title":"J. Educ. Psychol."},{"key":"ref85","first-page":"17","article-title":"Developing fluency in the context of effective literacy instruction","volume-title":"Fluency instruction: Research-based best practices","author":"Shanahan","year":"2012"},{"key":"ref88","volume-title":"AIMSweb training workbook: Administration and scoring of reading curriculum-based measurement (R-CBM) for use in general outcome measurement","author":"Shinn","year":"2002"},{"key":"ref87","doi-asserted-by":"publisher","first-page":"459","DOI":"10.1080\/02796015.1992.12085629","article-title":"Curriculum-based measurement of oral reading fluency: a confirmatory analysis of its relation to reading","volume":"21","author":"Shinn","year":"1992","journal-title":"Sch. Psychol. Rev."},{"key":"ref89","first-page":"559","article-title":"Developmental variations in writing composition skills","volume-title":"Handbook of language and literacy: development and disorders","author":"Singer","year":"2004"},{"key":"ref90","volume-title":"Testing a multicomponent model of reading comprehension for seventh- and eighth-grade students (Doctoral dissertation)","author":"Smith","year":"2013"},{"key":"ref91","unstructured":"2016"},{"key":"ref92","doi-asserted-by":"crossref","first-page":"568","DOI":"10.58680\/la198326307","article-title":"Toward a composing model of reading","volume":"60","author":"Tierney","year":"1983","journal-title":"Language Arts"},{"key":"ref93","first-page":"246","article-title":"Research on the reading-writing relationship: interactions, transactions, and outcomes","volume-title":"Handbook of reading research","author":"Tierney","year":"1991"},{"key":"ref94","volume-title":"TOWRE: test of word reading efficiency","author":"Torgesen","year":"1999"},{"key":"ref95","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/10573569.2023.2172757","article-title":"Automaticity in writing in response to reading: relations between oral reading fluency and compositional writing fluency in grades 3\u20135","author":"Tortorelli","year":"2023","journal-title":"Read. Writ. Q."},{"key":"ref96","doi-asserted-by":"publisher","first-page":"45","DOI":"10.1007\/s11145-019-09938-7","article-title":"The role of academic language in written composition in elementary and middle school","volume":"33","author":"Truckenmiller","year":"2020","journal-title":"Read. Writ."},{"key":"ref97","doi-asserted-by":"publisher","first-page":"803","DOI":"10.1007\/s10936-022-09856-w","article-title":"The same yet different: oral and silent reading in children and adolescents with dyslexia","volume":"51","author":"van den Boer","year":"2022","journal-title":"J. Psycholinguist. Res."},{"key":"ref98","doi-asserted-by":"publisher","first-page":"721","DOI":"10.1007\/s11145-006-9046-6","article-title":"Which components of working memory are important in the writing process?","volume":"20","author":"Vanderberg","year":"2006","journal-title":"Read. Writ."},{"key":"ref99","doi-asserted-by":"publisher","first-page":"733","DOI":"10.1080\/00220671.2017.1412930","article-title":"A path analytic test of the reading strategies mediation model: relating cognitive competences and motivational influences to individual differences in fifth-grade students\u2019 reading comprehension","volume":"111","author":"V\u00f6llinger","year":"2018","journal-title":"J. Educ. Res."},{"key":"ref100","doi-asserted-by":"publisher","first-page":"529","DOI":"10.1007\/s11145-015-9618-4","article-title":"The dynamics of narrative writing in primary grade children: writing process factors predict story quality","volume":"29","author":"von Koss Torkildsen","year":"2016","journal-title":"Read. Writ."},{"key":"ref101","volume-title":"TOSREC: Test of silent reading efficiency and comprehension","author":"Wagner","year":"2010"},{"key":"ref102","doi-asserted-by":"publisher","first-page":"106","DOI":"10.1007\/s40593-016-0127-7","article-title":"Comprehension and writing strategy training improves performance on content-specific source-based writing tasks","volume":"28","author":"Weston-Sementelli","year":"2018","journal-title":"Int. J. Artif. Intell. Educ."},{"key":"ref103","volume-title":"The 2018 NAEP oral reading fluency study. NCES 2021-025","author":"White","year":"2021"},{"key":"ref104","volume-title":"Woodcock-Johnson tests of achievement","author":"Woodcock","year":"2001"},{"key":"ref105","first-page":"109","article-title":"Spelling ability and reading fluency","volume":"35","author":"Zutell","year":"1986","journal-title":"Natl. Read. Conf. Yearbook"},{"key":"ref106","doi-asserted-by":"publisher","first-page":"137","DOI":"10.1080\/0270271890100203","article-title":"Reading and spelling connections in third and fifth grade students","volume":"10","author":"Zutell","year":"1989","journal-title":"Read. Psychol."}],"container-title":["Frontiers in Psychology"],"original-title":[],"link":[{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2023.1033970\/full","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2024,10,23]],"date-time":"2024-10-23T12:41:26Z","timestamp":1729687286000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2023.1033970\/full"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2023,6,30]]},"references-count":107,"alternative-id":["10.3389\/fpsyg.2023.1033970"],"URL":"https:\/\/doi.org\/10.3389\/fpsyg.2023.1033970","relation":{},"ISSN":["1664-1078"],"issn-type":[{"value":"1664-1078","type":"electronic"}],"subject":[],"published":{"date-parts":[[2023,6,30]]},"article-number":"1033970"}}