Vol. 7, Issue 1, Part L (2025)

Under the guidance of China’s Ministry of Education’s 2022 Compulsory Education English Curriculum Standards, the reading-to-support-writing model-which combines deep reading with scaffolded writing tasks-has emerged as a central paradigm for enhancing junior secondary writing proficiency. This review synthesizes domestic and international studies, demonstrating that the model enriches students’ written content, improves discourse organization, increases motivation, and reduces anxiety; mixed-methods research further indicates significant gains in learners’ self-efficacy and strategic awareness. Future work should employ longitudinal and process-tracing designs to uncover the cognitive mechanisms underpinning reading-writing interactions and should optimize scaffolding strategies across diverse contexts to facilitate deeper implementation and wider dissemination of the model.