A Not-So-Simple View of Adolescent Writing

Autor/inn/en	Poch, Apryl L.; Lembke, Erica S.
Titel	A Not-So-Simple View of Adolescent Writing
Quelle	In: International Journal for Research in Learning Disabilities, 3 (2017) 2, S.27-44 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-565X
Schlagwörter	Writing Skills; Executive Function; Short Term Memory; Factor Analysis; Statistical Analysis; Writing Difficulties; High School Students; Grade 9; Achievement Tests; Children; Intelligence Tests; Structural Equation Models; Handwriting; Spelling; Differences; Factor Structure; Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Kurzzeitgedächtnis; Faktorenanalyse; Statistische Analyse; Schreibstörung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Child; Kind; Kinder; Intelligence test; Intelligenztest; Handschrift; Schreibweise; Unterscheiden; Faktorenstruktur; WIAT; Eignungsprüfung; Eignungstest
Abstract	According to the Simple View of Writing, four primary skills are necessary for successful writing (Berninger & Amtmann, 2003; Berninger & Winn, 2006). Transcription skills (e.g., handwriting, spelling) represent lower-order cognitive tasks, whereas text generation skills (e.g., ideation, translation) represent higher-order writing/cognitive abilities. Self-regulatory executive functions include the attentional and regulatory abilities that help manage the writing process, and working memory represents the cognitive complexity of the writing process. Exploratory factor analysis was used to explore the relations amongst the components of the Simple View of Writing. A one-way ANOVA tested for differences between struggling and non-struggling writers on the observed variables. Results revealed a two-factor model, suggesting writing is more multidimensional. Statistically significant differences were observed between struggling and non-struggling writers on all measures except the Behavior Rating Inventory of Executive Function-Self-Report and the Graphic Speed task of the Detailed Assessment of Speed of Handwriting. (As Provided).
Anmerkungen	International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: http://www.iarld.com/home/the-journal-thalamus
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01