The Impact of Writing Integration in Math & Reading/English Language Arts, in grades 6 & 7
Open Access Deposited(2) how this integration influences student performance on written benchmark assessments
and (4) how these stakeholders perceive the support provided for writing instruction.
This study examines the integration of writing into mathematics and Reading/English Language Arts (RELA) instruction in grades 6 and 7 within a public charter school. Prior research highlights the importance of writing as a tool for learning across disciplines, suggesting that writing should extend beyond standalone courses to support deeper understanding of content (Graham, Kiuhara, & MacKay, 2020). Building on this foundation, the present study investigates how writing integration influences both instructional practices and student achievement outcomes. Specifically, this research explores how teachers incorporate writing into math and RELA instruction and how these practices affect student performance on adaptive and standardized benchmark assessments that include written components. Additionally, the study examines educators’ perceptions—including those of teachers, the principal, and an instructional coach—regarding the benefits and challenges of integrating writing into content-area instruction, as well as the level of support provided for implementing such practices. Guided by four research questions, this study seeks to understand
(1) how teachers integrate writing instruction in math and RELA to impact achievement outcomes
(3) how school leaders and teachers perceive the impact of writing instruction on student achievement
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