Reading, Interacting, Writing, Learning: An integrated instructional approach to fostering literacy competence

Abstract

This paper presents two complementary models for developing students’ literacy competence and proposes a theoretically grounded hypothesis for their integration, aimed at designing coherent and scalable instructional protocols for Grades 4-8. The first model adopts a text-centered perspective, addressing the cognitive and linguistic challenges of reading comprehension. The second conceptualizes literacy as the result of a tightly integrated relationship between reading and writing, emphasizing their reciprocal functions. The article outlines the theoretical foundations and core features of both models, situates them within Research-based Teacher Professional Development initiatives, and reports evidence from field implementation. An exploratory test conducted during the CRESPI 2025 workshop informed further refinement of the integrated framework.

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