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Reading-Writing Connections pp 11–34Cite as

Interactive Dynamic Literacy Model: An Integrative Theoretical Framework for Reading-Writing Relations

Part of the Literacy Studies book series (LITS,volume 19)

Abstract

I propose an integrative theoretical framework for reading and writing acquisition, called the interactive dynamic literacy model, after reviewing theoretical models of reading and writing, and recent efforts in integrating theoretical models within reading and writing, respectively. The central idea of the interactive dynamic literacy model is that reading and writing are inter-related, developing together, largely due to a shared constellation of skills and knowledge. Four core hypotheses of the interactive dynamic literacy model include (1) hierarchical structure of component skills with direct and indirect relations; (2) interactive relations between component skills, and between reading and writing; (3) co-morbidity of reading and writing difficulties; and (4) dynamic relations (relations change as a function of development, learner characteristics, and reading and writing measurement). Implications and future work are discussed.

Keywords

  • Interactive dynamic literacy model
  • Reading
  • Writing
  • Integration
  • Shared knowledge

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Fig. 2.1
Fig. 2.2
Fig. 2.3
Fig. 2.4
Fig. 2.5
Fig. 2.6

Notes

  1. 1.

    The term, text, is often mistaken to mean only ‘written’ text. However, text includes both oral and written texts. This clarification is relevant to the discussion of theoretical models of writing because, for instance, in the not-so-simple view of writing, text generation refers to generating ideas and representing those in oral language. If it referred to written texts, the transcription component skill would be redundant or unnecessary.

  2. 2.

    Figure 2.5 includes text level fluency (text/oral reading fluency and text writing fluency) as a partial bridge between the pillars and discourse literacy skills. Theoretical and empirical details of text level fluency is beyond the scope of this chapter, but see Kim et al. (2018a, b) for text writing fluency and Kuhn et al. (2010) and Kim and Wagner (2015) for oral/text reading fluency.

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Acknowledgements

This chapter was supported by Grants R305A130131, R305A170113 and R305C190007 from the Institute of Education Sciences, US Department of Education as well as P50 HD052120 and 2P50HD052120 from the National Institute of Child Health and Human Development. The content is solely the responsibility of the author and does not necessarily represent the official views of the funding agency. The author wishes to thank student participants, school personnel, and research staff for their contributions to building our knowledge about reading and writing development.

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  1. School of Education, University of California at Irvine, Irvine, CA, USA

    Young-Suk Grace Kim

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Correspondence to Young-Suk Grace Kim .

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  1. Department of Psychology, University of Porto, Porto, Portugal

    Dr. Rui A. Alves

  2. Department of Psychology, University of Porto, Porto, Portugal

    Dr. Teresa Limpo

  3. College of Education, Texas A&M University, College Station, TX, USA

    Dr. R. Malatesha Joshi

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Kim, YS.G. (2020). Interactive Dynamic Literacy Model: An Integrative Theoretical Framework for Reading-Writing Relations. In: Alves, R., Limpo, T., Joshi, R. (eds) Reading-Writing Connections. Literacy Studies, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-030-38811-9_2

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  • DOI: https://doi.org/10.1007/978-3-030-38811-9_2

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