ABSTRACT This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9–10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment received teaching material and training during 1 year prior to data collection. The teaching approach involved three steps and included activities that were spread over 20 weeks and lasted approximately 2 h per week. Teachers from the non-experimental condition teach reading comprehension and writing strategies in a dissociated way. Students (n = 248) were tested with a reading comprehension assessment in September and May. Results show a significant interaction between time and groups, suggesting a moderate effect size. The experimental group started the experiment slightly behind in reading comprehension and ended up significantly better than the control group. Teaching how to articulate knowledge in reading and writing might favor reading comprehension of informative texts better than teaching strategies in a dissociated way. However, the introduction of such an approach required continuous training and robust teacher support.

中文翻译：

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更好地结合：结合阅读和写作教学以促进信息性文本理解

摘要 本研究对居住在加拿大蒙特利尔附近的讲法语的学生进行，评估在阅读和写作信息性文本之间教授共享知识是否比分开阅读的教学更能提高四年级（9-10 岁）的阅读理解能力和写作。参与实验的教师在数据收集前 1 年接受了教材和培训。教学方法包括三个步骤，包括为期 20 周、每周持续约 2 小时的活动。来自非实验条件的教师以分离的方式教授阅读理解和写作策略。学生（n = 248）在 9 月和 5 月接受了阅读理解评估测试。结果显示时间和组之间存在显着的交互作用，表明效应大小适中。实验组开始时阅读理解略落后，结果明显优于对照组。教授如何在阅读和写作中表达知识可能比以分离的方式教授策略更有利于信息文本的阅读理解。然而，这种方法的引入需要持续的培训和强有力的教师支持。