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

Tools

Williams, G.J. ORCID: 0000-0001-7689-1231 and Larkin, R.F. ORCID: 0000-0002-8690-1111, 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

Preview

Text
210981_2607.pdf
Download (301kB) | Preview

Official URL: http://dx.doi.org/10.1016/j.lindif.2012.08.003

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

Alternative Title:

Reading and writing in middle childhood [running title]

Publication Title:

Learning and Individual Differences

Creators:

Williams, G.J. and Larkin, R.F.

Publisher:

Elsevier

Place of Publication:

Oxford