Writing product and process in children with English as an additional language

Grewal, S and Williams, GJ ORCID: https://orcid.org/0000-0001-7689-1231, 2018. Writing product and process in children with English as an additional language. Journal of Cognitive Psychology. ISSN 2044-5911

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Abstract

Children draw on limited cognitive resources to write and these resources are under more demand when writing in English as an additional language (EAL). This study investigated the relationship between writing process measures along with two language measures, phonological awareness and lexical retrieval, and measures of writing product. Thirty-nine EAL children took part in the study and their writing was digitised so that execution speed, burst length, and the pattern of pauses were available for analysis. The results found that lexical retrieval was significantly associated, indirectly through execution speed and burst length, with the number of words, lexical richness, and writing quality. The results are discussed in the context of common underlying proficiency theory and lexical retrieval as part of the translation process of writing.

Item Type:	Journal article
Publication Title:	Journal of Cognitive Psychology
Creators:	Grewal, S. and Williams, G.J.
Publisher:	Routledge
Date:	5 September 2018
ISSN:	2044-5911
Identifiers:	Number Type 10.1080/20445911.2018.1518326 DOI
Divisions:	Schools > School of Social Sciences
Record created by:	Jonathan Gallacher
Date Added:	06 Sep 2018 09:17
Last Modified:	05 Sep 2019 03:00
URI:	https://irep.ntu.ac.uk/id/eprint/34437

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