Exploring Reading and Writing Connection: A Structural Equation Modeling Approach
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Abstract
The study investigated the degree to which reading and writing is connected through an analysis of data. Based on theories of reading and writing connectionists, an 24-item instrument related to reading process was developed. A total of 192 undergraduate students of a university were asked to answer the items. Structural equation modeling, a statistical method, was applied to understand causal relationships among factors associated with reading. The factors of the study included planning, aligning, affect, drafting, and revising. The model constructed from the data revealed planning and affect had a large influence on drafting and that drafting and affect were important factors for revising. Under the assumption that reading process represented by those factors is similar to writing process, it is argued that teaching of reading and writing skills should be done simultaneously.
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