This article underscores the intimate connection between reading and writing as communication skills that share a common linguistic and orthographic foundation, and which combine in complex ways to support practical literacy tasks. Developing higher order literacy skills requires teachers to develop metacognitive skills and self-regulation, both of which are fostered by writing-for-reading and reading-for-writing tasks. Writing for reading includes prereading tasks, such as analyzing form, topic, audience, and purpose; writing during reading includes tasks such as notetaking; and writing after reading includes tasks such as writing summaries. Reading for writing includes prewriting tasks, such as analysis of task requirements; reading during writing includes tasks such as correcting errors, monitoring for content quality, and searching source texts for needed information; and reading after writing includes tasks such as self-evaluation and peer review. To illustrate these concepts in a pedagogical context, this article provides practical strategies for integrating reading and writing tasks in the classroom.