Orthographic and linguistic knowledge are known predictors of reading and writing, yet little research with adolescent readers explores how such knowledge predicts reading and writing in a single model. We worked with 583 adolescent readers in remedial reading classes in grades 6–8 to collect indicators of orthographic and linguistic knowledge as well as reading comprehension and written expression. Using structural equation modeling, we examined how orthography and language predicted reading and writing and whether reading predicted writing and vice versa. We found that morphology, syntax, and orthography all independently predicted reading and writing, but linguistic knowledge was more strongly associated with reading than writing. Writing and reading did not differ in their effects on one another. Results extend theory on the relationship between language, reading, and writing and add to the research base on adolescent readers with implications for curriculum and instruction.

中文翻译：

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初中青少年读者阅读与写作知识共享

正字法和语言知识是阅读和写作的已知预测因素，但很少有针对青少年读者的研究探索这些知识如何在单一模型中预测阅读和写作。我们在 6-8 年级的辅导阅读课上与 583 名青少年读者合作，收集正字法和语言知识以及阅读理解和书面表达的指标。使用结构方程模型，我们研究了正字法和语言如何预测阅读和写作，以及阅读是否预测写作，反之亦然。我们发现形态学、句法和拼写法都可以独立预测阅读和写作，但语言知识与阅读的相关性比与写作的相关性更强。写作和阅读对彼此的影响没有区别。