Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review

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Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing (2017, methodology): “Even more specifically, Graham and Santangelo (2014) reported that spelling instruction enhanced students’ reading skills (i.e., words reading and reading comprehension) in 20 true- and quasiexperiments conducted with students in kindergarten to Grade 12.”
A Revised Writer(s)-Within-Community Model of Writing (2018, background): “For instance, having to consciously think about how to spell a word while writing may tax a developing writer’s processing capacity, leading a child to forget ideas or plans held in working memory and not yet committed to paper (Graham & Santangelo, 2014).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “There is considerable research demonstrating that more proficient transcription skills, in particular, more fluent handwriting and more accurate spelling, are associated with better writing quality (for reviews, see Graham & Harris, 2000; Graham & Santangelo, 2014; Santangelo & Graham, 2015).”
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review (2020, background): “Early intervention seems to be important for an effective remediation (Graham & Santangelo, 2014) and dyslexia and spelling deficits last a lifetime (Maughan et al., 2009).”