Linguistics

Mathematics education

Cognitive psychology

Philosophy

Biology

Construct (python library)

Chromatography

Developmental psychology

Economics

Computer science

Psychometrics

Paleontology

Reading (process)

Test (biology)

Construct validity

Psychology

Task (project management)

Management

Reading comprehension

Chemistry

Programming language

Sample (material)

Journal of English for Academic Purposes

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.

Investigating the reading-to-write construct