A study investigated whether the writing outcomes of first-grade pupils participating in the Writing-to-Read (WTR) program differed significantly from the writing outcomes of pupils in a traditional language arts curriculum (No-WTR). The study also investigated whether differences were attributable to gender, race, socioeconomic status, individual learning style, attitude toward school, academic achievement, hours of language arts instruction or hours of writing instruction per week. Subjects were 149 first-grade pupils from two schools in one southern Mississippi public school district. Sixty-nine pupils from one school received WTR as part of their language arts curriculum. Eighty No-WTR pupils from another school in the district were sampled. Data included results from General Impression Marking, the learning style identification scale, a survey of school attitudes, and the Stanford Early School Achievement Test, level 1. Results indicated: (1) a significant difference between WTR and No-WTR writing outcomes; (2) varied writing outcomes according to race, individual student learning style, attitude toward school, and academic achievement; but (3) no significant difference according to gender and socioeconomic status. Results regarding hours of instruction were inconclusive but indicated that a possible relationship might exist between writing outcomes and time allocated to the writing process. (Twenty tables of data are included; 242 references, cover letters, letters to parents, letters to teachers, consent forms, and writing sample assessment instructions are attached.) (Author/RS)