Brief report: the relationship between writing transcription skills and writing measures differs between children who self-report being monolingual or bilingual

Talbot, E, Williams, GJ ORCID: https://orcid.org/0000-0001-7689-1231 and Larkin, RF ORCID: https://orcid.org/0000-0002-8690-1111, 2014. Brief report: the relationship between writing transcription skills and writing measures differs between children who self-report being monolingual or bilingual. Educational Studies, 40 (1), pp. 116-120. ISSN 0305-5698

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Abstract

This study explored how the skills involved in writing were associated with written language measures in children who self-reported being bilingual or monolingual. Twenty children were matched for age and gender and took part in a writing task and a series of tasks to measure writing transcription skills. The results found that there was no difference in the writing measures for either group. There was a different pattern of significant associations between the transcription skills and the writing measures for the two groups. The results are discussed in terms of the different ways in which a complex task like writing can be accomplished successfully.

Item Type:	Journal article
Publication Title:	Educational Studies
Creators:	Talbot, E., Williams, G.J. and Larkin, R.F.
Publisher:	Routledge
Date:	2014
Volume:	40
Number:	1
ISSN:	0305-5698
Identifiers:	Number Type 10.1080/03055698.2013.839378 DOI
Divisions:	Schools > School of Social Sciences
Record created by:	EPrints Services
Date Added:	09 Oct 2015 10:57
Last Modified:	04 Jun 2018 15:39
URI:	https://irep.ntu.ac.uk/id/eprint/20650

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