Grounded in Research. Designed for Real Classrooms.
Writing with Design turns established research on reading, writing, and learning into clear classroom practices, shared language, and measurable growth—PreK–12.
“ Writing about a text enhances comprehension because it helps students record, connect, analyze, and manipulate key ideas.”
What is the Science of Reading?
The Science of Reading is a large body of research from cognitive science, linguistics, and education that explains how students learn to read and what effective instruction requires. It supports explicit instruction in:
Decoding and word recognition
Language comprehension (vocabulary and syntax)
Background knowledge
Comprehension and written expression
The Writing–Reading Connection Is Reciprocal
“Reading and writing share a reciprocal relationship. Instruction in one can influence performance in the other.”
— Fitzgerald and Shanahan (2000)
Writing improves reading, and reading improves writing, but they are often taught as separate skills. Writing with Design integrates reading and writing so students strengthen vocabulary, knowledge, comprehension, and composition together.
“ Be systematic and explicit. Give a model. Talk about it, show it, and do it.”
That is why Writing with Design is built around four core components: H-POP, Composing, Skill Focus Activities, and Rubric + Feedback.
How Writing with Design Applies Research to Instruction
Students build vocabulary and language fluency by labeling images with precise words and phrases. This strengthens background knowledge and syntax, which supports both reading comprehension and clear writing.
Citation: Sedita (2023), The Writing Rope
Students write every day using explicit, scaffolded instruction that moves from sentences to full compositions. This reduces cognitive load and helps students internalize the structures needed for fluent writing and strong comprehension.
Citation: Graham et al. (2012), Teaching Elementary Students to Be Effective Writers
Students practice one high-impact skill at a time through short, focused exercises. Layer-by-layer practice builds control, automaticity, and stronger sentence fluency that transfers to longer writing.
Citation: Graham and Perin (2007), Writing Next
Our rubric makes expectations visible and feedback actionable. Teachers and students use clear criteria to revise with purpose, set goals, and track growth over time.
Citation: Graham et al. (2016)
Want the Research? We’ve Got It.
-
Shows that reading and writing development are linked, and instruction in one supports the other.
-
Finds that explicit writing instruction improves student writing and overall academic performance in secondary grades.
-
Concludes that writing about text improves comprehension, learning, and retention.
-
Outlines research-supported practices for explicit instruction, scaffolding, and frequent writing in grades K–5.
-
Provides research-based guidance for structured writing instruction and feedback in grades 6–12.
-
Explains the strands that support skilled writing, including syntax, critical thinking, and transcription.
Ready to Put Research into Practice?
Whether you are starting small or scaling district-wide, we will help you translate research into daily instruction, measurable growth, and a writing culture that lasts.