A total of 194 students, eight intact classes of ninth and tenth graders, were examined for changes in their writing skills after it was determined that significant changes in reading skills had occurred in the experimental groups (four of the eight classes). When the writing samples were analyzed for overall quality, syntactic density, T-unit length, and fluency, few significant differences occurred. The quality and fluency measures correlated significantly with the reading measure, while the syntactic density and T-unit measures did not. The study produced no evidence of a causative relationship between reading skill and writing skill. The absence of changes on the writing measures despite significant changes on the reading measure suggests that alterations should be made in existing theory that assumes such a relationship. (Sixteen appendixes provide information about the collection, treatment, and interpretation of the collected data, including samples of student writing.) (Author/RL)