The purpose of this study was to investigate the extent of relationship between writing achievement and reading achievement for children ages nine and ten from selected schools in Great Britain and the United States of America.The California Achievement Test ("Reading Comprehension" subtest) was used to obtain reading comprehension scores. It consisted of forty items. Two writing samples were obtained from each child as a result of student participation in a writing strategy (Picture Setting). The writing samples were evaluated by a panel of five judges trained in using a holistic writing assessment scale. Two null hypotheses were tested by using the Pearson Product-Moment Correlation and subjecting the results to a t-test to determine if the correlation was significant. Two additional null hypotheses were tested by using a 2 X 2 multivariate analysis of variance and univariate analysis. The .05 level of significance was established as the critical probability level for the nonacceptance of hypotheses.The British subjects in this study were 102 students from the Oakmere J.M.I. (Juniors Mixed and Infants) School in Hertfordshire, Potters Bar, England. The American subjects consisted of 119 students from the Fayette County School System in Connersville, Indiana.The results of this study indicated: (1) a relationship was found between reading achievement when measured by the California Achievement Test ("Reading Comprehension" subtest) and writing achievement when measured by a holistic writing evaluation, (2) British subjects achieved higher reading scores than the United States subjects, (3) scores of males and females did not differ significantly as measured by the reading and writing evaluations in this study, and (4) writing achievement scores differ little between the subjects in Great Britain and the United States when evaluated holistically.

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (Ed. D.)--University of Toronto, 2005.

Thesis (M.Ed.)--Edith Cowan University, 2007. / Submitted to the Faculty of Education and Arts. Includes bibliographical references.

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed June 20, 2007). Advisor: James G Henderson. Keywords: preservice secondary English/language arts teachers, early field placements, urban field placements, teacher preparatory curriculum, hermeneutic phenomenology. Includes survey instrument. Includes bibliographical references (p. 209-220).

Thesis (Ph.D.)--Kent State University, 2007. / Title from PDF t.p. (viewed Mar. 31, 2008). Advisor: David Bruce. Keywords: multiliteracies, multi-modal literacies, language arts education, secondary education, video composition. Includes survey instrument. Includes bibliographical references (p. 169-179).

Thesis (Ph. D.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 295-301). Also available on the Internet.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / "November, 2005"--T.p. Title from PDF title page (viewed on Aug. 29, 2006). Includes bibliographical references.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 295-301). Also available on the Internet.