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Letter Features as Predictors of Letter-Name Acquisition in Four Languages with Three Scripts
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In: Sci Stud Read (2020)
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Is Retell a Valid Measure of Reading Comprehension?
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In: Educ Res Rev (2020)
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Linguistic Predictors of Single-Word Spelling in First Grade Students with Speech and/or Language Impairments
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In: Remedial Spec Educ (2020)
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Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
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In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
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| 11 |
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Reading Self-Concept and Reading Anxiety in Second Grade Children: The Roles of Word Reading, Emergent Literacy Skills, Working Memory and Gender
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| 14 |
The Effects of Genetic and Environmental Factors on Writing Development
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| 15 |
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
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Abstract:
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing.
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Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5330285/
http://www.ncbi.nlm.nih.gov/pubmed/28260812
https://doi.org/10.1037/edu0000129
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| 16 |
The Impact of Transcription Writing Interventions for First-Grade Students
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Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments
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