Does the Simple View of Writing Explain L2 Writing Development?: A Meta-Analysis

Autor/inn/en	Graham, Keith M.; Eslami, Zohreh R.
Titel	Does the Simple View of Writing Explain L2 Writing Development?: A Meta-Analysis
Quelle	In: Reading Psychology, 41 (2020) 5, S.485-511 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Graham, Keith M.) ORCID (Eslami, Zohreh R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2020.1768989
Schlagwörter	Second Language Learning; Second Language Instruction; English (Second Language); Meta Analysis; Writing Attitudes; Correlation; Research Reports; Oral Language; Spelling; Handwriting; Vocabulary Skills; Writing Instruction; Teaching Methods; Writing Achievement; Native Language + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Meta-analysis; Metaanalyse; Korrelation; Research report; Forschungsbericht; Oral interpretation; Mündlicher Sprachgebrauch; Schreibweise; Handschrift; Aktiver Wortschatz; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This meta-analysis examines how components of the Simple View of Writing contribute to writing development for English second-language (L2) learners. Previous studies examining first-language learners suggest that transcription and ideation may predict writing achievement. In order to investigate whether these components similarly contribute to L2 writing, this study examined effect sizes (correlations) reported in previous literature on the relationship between components of transcription and ideation to writing. After a systematic search and screening, 30 studies with 97 reported effect sizes were included in this study. Three separate meta-analyses were run for transcription (spelling/handwriting), oral language, and vocabulary. Results suggest that, independently, transcription accounted for 31.22%, vocabulary 24.83%, and oral language 15.76% of variation in writing. Further moderator analyses were run to better understand factors contributing to variation between studies. These results suggest that the components of the Simple View of Writing may explain writing variation in L2 writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01