The Not-so-Simple View of Writing in Struggling Readers/Writers

Autor/inn/en	Ahmed, Yusra; Kent, Shawn; Cirino, Paul T.; Keller-Margulis, Milena
Titel	The Not-so-Simple View of Writing in Struggling Readers/Writers
Quelle	In: Reading & Writing Quarterly, 38 (2022) 3, S.272-296 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ahmed, Yusra) ORCID (Kent, Shawn) ORCID (Cirino, Paul T.) ORCID (Keller-Margulis, Milena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2021.1948374
Schlagwörter	Writing (Composition); Writing Difficulties; Writing Skills; Reading Difficulties; Short Term Memory; Handwriting; Writing Processes; Grade 3; Grade 4; Grade 5; Elementary School Students; Executive Function; Student Motivation; Self Efficacy; Spelling; Standardized Tests; Texas + Suchen Sie Ihr Suchwort? Schreibübung; Schreibstörung; Writing skill; Schreibfertigkeit; Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Handschrift; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulische Motivation; Self-efficacy; Selbstwirksamkeit; Schreibweise; Standadised tests; Standardisierter Test
Abstract	Research suggests that executive function, motivation, transcription, and composition processes are implicated in the writing quality and productivity of children with and without learning difficulties. However, numerous components embedded within these constructs create both conceptual and empirical challenges to the study of written expression. These challenges are reflected in the writing research by way of poor delineation of constructs and insufficient distinction among domain general resources (e.g. working memory) versus processes related to the academic domain of writing (e.g. pre-planning), as well as among lower- (e.g. handwriting) and higher-order (e.g. editing) writing-specific processes. The current study utilizes the Not-so-Simple View of Writing (NSVW) as an organizing framework for examining the relations among multiple components, correlates, and attributes of writing in a sample of struggling readers/writers (n = 402) in grades 3-5. Data were collected on measures of (a) handwriting, spelling, planning, revision, and editing, derived from the Test of Oral Written Language (TOWL-4), (b) executive function derived from the NIH Examiner, and (c) motivation/self-efficacy derived from the Student Contextual Learning Scale. Structural equation modeling was utilized to test direct and indirect relations in the NSVW model. Results showed generally moderate correlations among observed/latent variables and found support for relations among writing-specific processes. Domain-general resources (executive function and motivation/self-efficacy) were related to spelling directly and indirectly to writing. Domain-specific processes (handwriting, spelling, planning, editing, and revision) were related to writing. The results have implications for explicit instruction of writing processes and for future research on empirical models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01