This paper explores the relationship between reading achievement and writing achievement for students who discontinued from Reading Recovery intervention. In order for schools to ensure the ultimate goal of early literacy intervention, learners must transfer skills, strategies, and knowledge acquired in the intervention setting to the classroom setting to ensure the intervention is no longer needed (Dorn & Jones, 2012). This paper examines the reading-writing connection by exploring the correlation between reading and writing improvement among students who discontinued from Reading Recovery intervention. Results of the study further the discussion around interventions including Reading Recovery that impact both reading and writing. These findings examine a way to provide a path to literacy for students falling behind in literacy to be able to keep up with their peers and succeed in the regular classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]