Structural equation modeling demonstrates reading-to-write strategies enhance writing performance in young English learners, indicating that self-efficacy drives strategic literacy growth.
Self‐regulated reading‐to‐write (SR‐R2W) refers to a process whereby proactive and strategic learners gain information effectively through reading to improve their writing. The present study focused on four types of strategies, including mining reading, cognitive strategies, recalling while writing, and peer revision reading. The impacts of strategy use on writing performance and the antecedents of strategy use were examined. The participants were 759 fourth‐ and fifth‐grade English learners in Hong Kong. Structural equation modelling (SEM) suggested that for both fourth‐ and fifth‐grade students, SR‐R2W strategy use had a significant positive relationship with writing performance. Self‐efficacy in reading and writing and interest in writing, two key motivational variables, were positively associated with students' SR‐R2W strategy use. This study sheds light on the contribution of SR‐R2W to English learners' writing, which has important implications for English writing instruction.
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Bai et al. (2026) studied this question.
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