Cognition and Writing Development in Early Adolescent English Learners

Autor/inn/en	Peng, Anqi; Orosco, Michael J.; Wang, Hui; Swanson, H. Lee; Reed, Deborah K.
Titel	Cognition and Writing Development in Early Adolescent English Learners
Quelle	In: Journal of Educational Psychology, 114 (2022) 5, S.1136-1155 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peng, Anqi) ORCID (Orosco, Michael J.) ORCID (Wang, Hui) ORCID (Swanson, H. Lee) ORCID (Reed, Deborah K.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000695
Schlagwörter	Writing (Composition); English Language Learners; English (Second Language); Phonological Awareness; Oral Language; Short Term Memory; Spanish Speaking; Grade 3; Grade 4; Grade 5; Elementary School Students; Writing Achievement; Cognitive Processes; Woodcock Reading Mastery Test; Illinois Test of Psycholinguistic Abilities; Expressive One Word Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Kurzzeitgedächtnis; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Cognitive process; Kognitiver Prozess
Abstract	Proficient writing performance in English requires multiple cognitive skills, which can be particularly challenging for English Learners (ELs). However, compared with reading and mathematics, there have been fewer scientific inquiries that explore the relationship between cognitive components and writing. The purpose of this study was to examine the role of three cognitive components (phonological awareness [PA], oral language development [OLD], and working memory [WM]), on writing development in Spanish-speaking EL children. To achieve this goal, 374 children in Grades 3 to 5 were administered a battery of cognitive measures in both Spanish as well as English, and a narrative writing task in English. Using structural equation modeling, three important findings emerged. First, the results showed that PA in both Spanish and English positively predicted English writing performance. Second, English OLD had a positive effect on writing, but Spanish OLD was a negative predictor of writing. Third, WM in both languages had large positive effects on writing in English. Taken together, the findings from this study highlight the important roles first- and second-language PA, OLD, and WM play in upper elementary ELs' English writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01