Abstract
The effects of multilayered reading and writing instructions and the influence of learning to write on learning to read were investigated. Instructions on special syllabic notations were provided to first-grade students in regular elementary classes through the multilayered reading and writing instruction model focusing on writing. Writing instructions included the following: (1) watching and writing, (2) listening and writing, and (3) correcting errors and then writing. Two elementary schools, A that applied the above instructional model and B that did not were compared. Results indicated that students in School A had significantly higher reading and writing acquisition than School B. Additionally, the effects of learning to write appeared earlier than learning to read, irrespective of providing special instructions. Formation of phonological consciousness and less misreading were observed during writing while voicing. These results suggest that the effect of learning to write may influence learning to read. Consequently, it is recommended that future research should be designed to determine the causes of this phenomenon.
