I propose an integrative theoretical framework for reading and writing acquisition, called the interactive dynamic literacy model, after reviewing theoretical models of reading and writing, and recent efforts in integrating theoretical models within reading and writing, respectively. The central idea of the interactive dynamic literacy model is that reading and writing are inter-related, developing together, largely due to a shared constellation of skills and knowledge. Four core hypotheses of the interactive dynamic literacy model include (1) hierarchical structure of component skills with direct and indirect relations; (2) interactive relations between component skills, and between reading and writing; (3) co-morbidity of reading and writing difficulties; and (4) dynamic relations (relations change as a function of development, learner characteristics, and reading and writing measurement). Implications and future work are discussed. [This document was published in: R. Alves, T. Limpo, & M. Joshi (Eds.), "Reading-writing connections: Towards integrative literacy science" (pp.11-34). Netherlands: Springer.]