Narrative writing, reading and cognitive processes in middle childhood: what are the links?

WILLIAMS, G.J. and LARKIN, R.F., 2013. Narrative writing, reading and cognitive processes in middle childhood: what are the links? Learning and Individual Differences, 28, pp. 142-150. ISSN 1041-6080

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Abstract

This study investigated the relationship between measures of reading and writing, and explored whether cognitive measures known to be related to reading ability were also associated with writing performance in middle childhood. Sixty-Four children, aged between 8 years 9 months and 11 years 9 months, took part in a battery of writing, reading, and cognitive ability tasks. Reading fluency emerged as having a strong relationship to written language performance, after controlling for age and verbal reasoning. While children with reading difficulties were weak at spelling accuracy, they were otherwise found to produce written compositions of similar quality to typical readers. Boys produced less written text than girls, but did not demonstrate weaker written language abilities. Collectively the results demonstrate that writing skills can be separated into transcription and composition processes, and highlight the need for further research on the relationship between reading fluency and children’s writing.

Item Type: Journal article
Publication Title: Learning and Individual Differences
Creators: Williams, G.J. and Larkin, R.F.
Publisher: Elsevier
Place of Publication: Oxford
Date: 2013
Volume: 28
ISSN: 1041-6080
Identifiers:
NumberType
10.1016/j.lindif.2012.08.003DOI
Divisions: Schools > School of Social Sciences
Depositing User: EPrints Services
Date Added: 09 Oct 2015 10:15
Last Modified: 23 Aug 2016 09:09
URI: http://irep.ntu.ac.uk/id/eprint/10157

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