Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW)

Autor/inn/en	Kim, Young-Suk Grace; Schatschneider, Christopher
Titel	Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW)
Quelle	In: Journal of Educational Psychology, 109 (2017) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000129
Schlagwörter	Writing Skills; Writing Instruction; Grade 1; Teaching Methods; Elementary School Students; Short Term Memory; Cognitive Ability; Language Skills; Oral Language; Vocabulary; Grammar; Thinking Skills; Inferences; Theory of Mind; Hypothesis Testing; Structural Equation Models; Handwriting; Spelling; Correlation; Developmentally Appropriate Practices; Statistical Analysis + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Schreibunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Kurzzeitgedächtnis; Denkfähigkeit; Language skill; Sprachkompetenz; Oral interpretation; Mündlicher Sprachgebrauch; Wortschatz; Grammatik; Inference; Inferenz; Hypothesenprüfung; Hypothesentest; Handschrift; Schreibweise; Korrelation; Entwicklungsbezogene Bildung; Statistische Analyse
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 4 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 (0.46), working memory (0.43), and spelling (0.37); followed by vocabulary (0.19), handwriting (0.17), theory of mind (0.12), inference (0.10), and grammatical knowledge (0.10). 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01