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As first responders, we consistently spend more time writing reports than on any other single task in law enforcement.
Writing to Read is a new Carnegie Corporation report published by the Alliance for Excellent Education which finds that while reading and writing are closely connected, writing is an often-overlooked tool for improving reading skills and content learning.
Writing to Read: Evidence for How Writing Can Improve Reading identifies three core instructional practices that have been shown to be effective in improving student reading.
Whenever anyone talks about report writing, images of my academy class and the boring report writing segment always comes to mind.
What I didn't know then, but know now, is just how important report writing really is.
In the years following, extensive reports such as (Graham & Perin, 2007) supported the idea that writing is a powerful tool for improving reading, thinking, and learning.
Now as much of the country implements the Common Core State Standards, there is a renewed push for more and better writing.
What has been less clear is what particular writing practices research supports as being effective at improving students’ reading.
To determine those practices, Graham and Hebert (2010) undertook an in-depth meta-analysis of experimental and quasi-experimental studies that examined the effectiveness of writing practices on improving students’ reading in grades 1 -12.
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