Research shows that when one is aware of one’s own thought process, one can better communicate and organize ideas and knowledge into words

University of Michigan - Ann Arbor

- Cognitive processes prospective 
- Awareness of one’s thought process
- Writing on reading comprehension

Comparing effects of different writing activities on reading comprehension: A meta-analysis - Literature Review

Hebert, M., Simpson, A., & Graham, S. (2013). Comparing effects of different writing activities on reading comprehension: A meta-analysis. Reading and Writing, 26(1), 111-138. https://link.springer.com/article/10.1007/s11145-012-9386-3 

Comparing effects of different writing activities on reading comprehension: A meta-analysis

Cognitive processes prospective gives 4 reasons why writing improves learning:
- Readers need to make “semantic and syntactic choices” that help them to organize their thinking and therefore enhances learning and knowledge gained
- Writing gives readers a tangible product that can be used to compare to other texts and thoughts, infer, and identify contradicting arguments
- Writing may require readers to make connections between topics and ideas that foster learning, especially when knowledge is represented in different formats
- Readers also need to consider potential audiences and form their thoughts in a way that makes sense, which sometimes requires re-arranging knowledge

Comparing effects of different writing activities on reading comprehension: A meta-analysis - Literature Review of Cognitive Processes Perspective

Comparing effects of different writing activities on reading comprehension: A meta-analysis - Literature Review of Reader Thought Awareness

- Writing increases knowledge absorbed from reading comprehension
- Writing essays, short answer questions, summarizing, re-telling contents, and other writing exercises that force students to interact with texts

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