In higher education, the ability to read and write academic texts in English is a fundamental prerequisite for students’ academic and professional success. Nevertheless, instructional practices frequently isolate reading from writing, which limits learners’ ability to transfer comprehension into effective written production. This article presents an original cognitive-discursive framework that conceptualizes reading comprehension and written expression as an integrated cognitive activity. The study explores the didactic potential of genre awareness, hierarchical meaning construction, and reflective-analytic engagement with texts. The proposed model combines problem-oriented reading, multimodal instructional support, and genre-based writing tasks to foster academic literacy. The results indicate that integrative instruction significantly improves students’ analytical reading efficiency, creative writing quality, and ability to reorganize textual meaning within academic discourse.