Although much has been said about the influence of reading upon writing, little information is available concerning the effect of writing practice upon reading comprehension. During one experimental study, college freshmen students in a remedial reading course wrote in the expressive mode for ten minutes a day. This simple act of writing, without writing instruction, improved their reading comprehension, their attitudes toward instruction, and their feelings about themselves as readers, writers, and learners. Expressive writing enabled the students to see relationships, connections, and ideas that were once elusive and abstract. By writing, students were able to organize their thinking on paper and were in a better position to understand another writer's organization of an idea. This is what reading comprehension is all about. To enhance the transfer of learning between reading and writing classes, students should see the connection between what an author is saying and what the writer wants to say. If knowledge gained from writing in the expressive mode can transfer to reading comprehension and can make students feel better about themselves as readers and writers, then they may also increase their cognitive growth through the transfer of learning and the shared processes among reading, writing, and thinking. (HOD)