Abstract
The current research on second or foreign language education emphasizes an integrated teaching of the four language skills: speaking, listening, reading and writing. However, it is common to teach these four language skills separately in the language classroom. Taking into account the mutually supportive relationship between reading and writing that has been confirmed in various studies, this study intends to provide an effective model of integrated teaching of reading and writing for L2 Spanish learning. For this research, I will investigate what relationship exists between reading comprehension levels and writing strategies through reading for writing tests. Based on the results of the survey of L2 learners of Spanish, I claim that reading to write tasks is an effective model in that they have a low affective filter in participating in reading activities. Furthermore, I propose that the extensive reading for writing tasks can contribute to developing a balanced reading and writing ability.
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