The Relative Contributions of the Cattell-Horn-Carroll Cognitive Abilities in Explaining Writing Achievement during Childhood and Adolescence

Autor/inn/en	Floyd, Randy G.; McGrew, Kevin S.; Evans, Jeffrey J.
Titel	The Relative Contributions of the Cattell-Horn-Carroll Cognitive Abilities in Explaining Writing Achievement during Childhood and Adolescence
Quelle	In: Psychology in the Schools, 45 (2008) 2, S.132-144 (132 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20284
Schlagwörter	Writing Achievement; Phonemes; Writing Skills; Cognitive Ability; Basic Writing; Age; Short Term Memory; Measures (Individuals); Regression (Statistics); Scores; Language Processing; Auditory Perception; Spatial Ability; Children; Adolescents + Suchen Sie Ihr Suchwort? Fonem; Writing skill; Schreibfertigkeit; Denkfähigkeit; Alter; Lebensalter; Kurzzeitgedächtnis; Messdaten; Regression; Regressionsanalyse; Sprachverarbeitung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Räumliches Vorstellungsvermögen; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	This study examined the relative contributions of measures of Cattell-Horn-Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18 years, simultaneous multiple regression was used to regress scores from the Woodcock-Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) that represent CHC broad and narrow abilities onto the WJ III Basic Writing Skills and Written Expression cluster scores. At most age levels, Comprehension-Knowledge demonstrated moderate to strong effects on both writing clusters, Processing Speed demonstrated moderate effects on Basic Writing Skills and moderate to strong effects on Written Expression, and Short-Term Memory demonstrated moderate effects. At the youngest age levels, Long-Term Retrieval demonstrated moderate to strong effects on Basic Writing Skills and moderate effects on Written Expression. Auditory Processing, and Phonemic Awareness demonstrated moderate effects on only Written Expression at the youngest age levels and at some of the oldest age levels. Fluid Reasoning demonstrated moderate effects on both writing clusters only during some of the oldest age levels. Visual-Spatial Thinking primarily demonstrated negligible effects. The results provide insights into the cognitive abilities most important for understanding the writing skills of children during the school-age years. (Contains 4 figures and 5 footnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10