The Impact of the Development of Verbal Recoding on Children's Early Writing Skills

Autor/inn/en	Adams, Anne-Marie; Simmons, Fiona R.; Willis, Catherine S.; Porter, Sarah
Titel	The Impact of the Development of Verbal Recoding on Children's Early Writing Skills
Quelle	In: British Journal of Educational Psychology, 83 (2013) 1, S.76-97 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/j.2044-8279.2011.02056.x
Schlagwörter	Foreign Countries; Writing Skills; Skill Development; Cognitive Processes; Short Term Memory; Retention (Psychology); Visual Stimuli; Phonology; Cognitive Ability; Spelling; Written Language; Elementary School Students; Individual Differences; Regression (Statistics); Statistical Analysis; United Kingdom (England); British Ability Scales; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Ausland; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Cognitive process; Kognitiver Prozess; Kurzzeitgedächtnis; Merkfähigkeit; Fonologie; Denkfähigkeit; Schreibweise; Geschriebene Sprache; Individueller Unterschied; Regression; Regressionsanalyse; Statistische Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	Background: The spontaneous recoding of visual stimuli into a phonological code to aid short-term retention has been associated with progress in learning to read (Palmer, 2000b). Aim: This study examined whether there was a comparable association with the development of writing skills. Sample: One hundred eight children (64 males) in the second year of the UK educational system (mean age 5;8 years, "SD" = 4 months) were recruited to the study. Methods: The children participated in tasks to assess their general cognitive abilities, reading skills, and their predominant short-term memory (STM) strategy for retaining visually presented stimuli. On the basis of their memory profile, children were classified as either engaging in verbal recoding of the stimuli ("N" = 31) or not ("N" = 77). Writing performance was indexed as alphabet transcription, spelling, and early text production skills. Results: Children classified as verbal recoders demonstrated better spelling performance and produced more individual letters, words, and T-units in their texts than did children who persisted with a visual memory strategy. In contrast, the alphabet transcription abilities of the groups did not differ. Hierarchical regression analyses revealed that variance in text production skills was associated with STM capacity and that moreover, significant independent variance in the number of words and T-units in the children's texts was predicted by individual differences in verbal recoding abilities. Conclusion: The results suggest that the development of verbal recoding skills in STM may play a role in children's early progress in writing, particularly their text generation skills. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10