Achievement gaps in students' literacy skills by socioeconomic status (SES) are prevalent across the globe. Theory suggests that reading and writing skills rely on similar knowledge and cognitive processes, yet home-based reading interventions do not typically investigate effects on writing outcomes. Using a randomized controlled trial, we examined the effect of a parent focused shared-reading intervention on writing skills of 1587 second-grade students in Denmark. Parents were provided with books and encouraged to have their children read with them regularly. Children's writing skills at the word, sentence, and text levels were measured at the end of the intervention. In addition to the previously reported effects on children's reading skills, the current analysis found that the shared-reading intervention also had effects on the children's gains in writing skills at the sentence and text levels. Initial gaps in writing skills based on maternal education and gender of the children were reduced by the intervention.

按社会经济地位 (SES) 划分的学生识字技能成绩差距在全球普遍存在。理论表明，阅读和写作技能依赖于相似的知识和认知过程，但基于家庭的阅读干预通常不会调查对写作结果的影响。使用随机对照试验，我们检查了以父母为中心的效果丹麦1587名二年级学生写作技能的共享阅读干预。家长们得到了书籍，并鼓励他们的孩子定期与他们一起阅读。在干预结束时测量儿童在单词、句子和文本级别的写作技巧。除了之前报道的对儿童阅读技能的影响外，目前的分析发现，共享阅读干预还对儿童在句子和文本层面的写作技能的提升产生了影响。干预减少了基于母亲教育和儿童性别的初始写作技能差距。