Direct and Indirect Effects of Literacy Skills and Writing Fluency on Writing Quality across Three Genres

Autor/inn/en	Troia, Gary A.; Brehmer, Julie S.; Glause, Kaitlin; Reichmuth, Heather L.; Lawrence, Frank
Titel	Direct and Indirect Effects of Literacy Skills and Writing Fluency on Writing Quality across Three Genres
Quelle	10 (2020), Artikel 297 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Troia, Gary A.) ORCID (Reichmuth, Heather L.) ORCID (Lawrence, Frank) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literacy; Achievement Tests; English (Second Language); Writing Ability; Language Tests; Written Language; Literary Genres; Keyboarding (Data Entry); Handwriting; Spelling; Word Recognition; Vocabulary Development; Elementary School Students; Preadolescents; Grade 4; Grade 5; Correlation; Wide Range Achievement Test; Test of Written English + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibkompetenz; Language test; Sprachtest; Geschriebene Sprache; Literarische Form; Texterfassung; Handschrift; Schreibweise; Worterkennung; Wortschatzarbeit; Pre-adolescence; Präadoleszenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Korrelation
Abstract	Data were collected for this study early in the school year to analyze the direct and indirect effects of word-level literacy skills (word recognition, spelling, and written vocabulary use) and handwriting fluency on writing quality across three genres of typewritten papers. We further explored whether typing fluency and text generation fluency mediated the effects. Finally, we examined whether there was any difference in the effects across three writing genres. Fourth and fifth graders (N = 175) from 21 typical classrooms in 12 different Midwestern U.S. schools participated. Regression path analyses were employed and revealed that word-level literacy skills had both significant direct and serial indirect effects on quality, via typing fluency and then text generation fluency (text length) when controlling for handwriting fluency. Further, handwriting fluency had no direct effect when controlling for word-level literacy skills but did have a significant serial indirect effect on writing quality via typing fluency then text generation fluency. Results indicate that handwriting fluency matters, even when composing on the computer. Stronger transcription fluency, particularly by hand, leads to higher quality writing, likely because less cognitive effort is devoted to transcription. This study adds to limited research on the cross-modal effects of transcription on writing quality. [This article was published in "Education Sciences" (EJ1277084).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01