Investigating the reading-to-write construct

This study explored the extent to which the reading-to-write construct is the sum of one's reading and writing abilities or an independent construct. The investigation included an analysis of (a) test tasks, (b) the relationship of test task scores and scores on reading and writing measures, and (c) the effects of proficiency level and educational level on reading-to-write performance. A sample of 139 participants performed two reading-to-write tasks—a summary and a response essay—based on the same source text. Results indicate that the test tasks were different dimensions of the reading-to-write ability, and that the reading-to-write ability seems to be a unique construct weakly associated with reading for comprehension and disassociated from writing an essay without background reading support. In addition, it was found that language proficiency and educational level had a modest effect on the performance of the tasks.