Psycholinguistics, with its emphasis on language processes rather than products, is particularly compelling when applied to the search for underlying connections between reading and writing. One such connection is best stated in the following propositions about writing and learning to write: (1) at no time are the acts of reading and writing as inextricably bound to one another as when a person writes, and (2) when ineffective writers are helped to become conscious of the interactive language process between writing and reading, their writing quickly becomes more expert. Two psycholinguistic concepts used to describe the reading process can be applied to writing instruction, prediction and redundancy. The activity of prediction allows the reader to correctly anticipate the next word, sentence, or paragraph. If there is a sudden change in content, the reader is disturbed. Redundancy is a reader's prior knowledge used to make the above mentioned predictions. During the writing process, a writer must be a reader who tests the predictability of the writing and whether the content conforms to prior knowledge. The effective writer is one who can switch between the role of reader and writer. Dramatic improvement in writing is possible when weak writers are made conscious of the ways that prediction and redundancy work in reading and can apply them to their writing revision process. (HTH)