An overview is provided of the limited body of research on the transfer of learning between reading and writing in mature adults. First, the paper traces the development of models portraying generalization between reading and writing, beginning with a discussion of audio-lingual theory, which hypothesizes that language is learned through a receptive mode (listening) then transferred to an expressive mode (speaking). Subsequent studies speculating that this model would extend to the transfer of learning between reading and writing are also described. After reviewing a number of atheoretical studies that tested transfer from writing to reading, the paper considers research that elucidated reading as a generative, active process and the subsequent development of interactive models that portrayed reading and writing as similar activities with learning transferring freely between the two processes. The Thoughtful Reader Model, which portrays reading and writing processes in terms of the work of a monitor, planner, composer, and editor, is explained. Next, studies focusing on the value of planning, composing, and editing activities are reviewed. Finally, the curricular implications of interactive models are discussed. A 30-item bibliography is included. (MAB)