Developmental Relations between Reading and Writing at the Word, Sentence, and Text Levels: A Latent Change Score Analysis

Autor/inn/en	Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle
Titel	Developmental Relations between Reading and Writing at the Word, Sentence, and Text Levels: A Latent Change Score Analysis
Quelle	In: Journal of Educational Psychology, 106 (2014) 2, S.419-434 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0035692
Schlagwörter	Reading Skills; Writing Skills; Child Development; Reading Comprehension; Reading Fluency; Change; Models; Scores; Spelling; Elementary School Students; Gender Differences; Decoding (Reading); Prompting; Task Analysis; Sentences; Grade 1; Florida; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Florida Comprehensive Assessment Test; Wechsler Individual Achievement Test; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Kindesentwicklung; Leseverstehen; Wandel; Analogiemodell; Schreibweise; Geschlechterkonflikt; Dekodierung; Benutzerführung; Aufgabenanalyse; Sentence analysis; Satzanalyse; School year 01; 1. Schuljahr; Schuljahr 01; WIAT; Eignungsprüfung; Eignungstest
Abstract	Relations between reading and writing have been studied extensively, but the less is known about the developmental nature of their interrelations. This study applied latent change score modeling to investigate longitudinal relations between reading and writing skills at the word, sentence, and text levels. Latent change score models were used to compare unidirectional pathways (reading-to-writing and writing-to-reading) and bidirectional pathways in a test of nested models. Participants included 316 boys and girls who were assessed annually in Grades 1 through 4. Measures of reading included pseudoword decoding, sentence reading efficiency, oral reading fluency and passage comprehension. Measures of writing included spelling, a sentence-combining task, and writing prompts. Findings suggest that a reading-to-writing model better described the data for the word and text levels of language, but a bidirectional model best fit the data at the sentence level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01