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

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 empirica...

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Autores principales: Ahmed, Yusra, Kent, Shawn, Cirino, Paul T., Keller-Margulis, Milena
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9246105/
https://www.ncbi.nlm.nih.gov/pubmed/35783450
http://dx.doi.org/10.1080/10573569.2021.1948374
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author Ahmed, Yusra
Kent, Shawn
Cirino, Paul T.
Keller-Margulis, Milena
author_facet Ahmed, Yusra
Kent, Shawn
Cirino, Paul T.
Keller-Margulis, Milena
author_sort Ahmed, Yusra
collection PubMed
description 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.
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spelling pubmed-92461052022-06-30 The Not-So-Simple View of Writing in Struggling Readers/Writers Ahmed, Yusra Kent, Shawn Cirino, Paul T. Keller-Margulis, Milena Read Writ Q Article 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. 2022 2021-08-04 /pmc/articles/PMC9246105/ /pubmed/35783450 http://dx.doi.org/10.1080/10573569.2021.1948374 Text en https://creativecommons.org/licenses/by-nc-nd/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/ (https://creativecommons.org/licenses/by-nc-nd/4.0/) ), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
spellingShingle Article
Ahmed, Yusra
Kent, Shawn
Cirino, Paul T.
Keller-Margulis, Milena
The Not-So-Simple View of Writing in Struggling Readers/Writers
title The Not-So-Simple View of Writing in Struggling Readers/Writers
title_full The Not-So-Simple View of Writing in Struggling Readers/Writers
title_fullStr The Not-So-Simple View of Writing in Struggling Readers/Writers
title_full_unstemmed The Not-So-Simple View of Writing in Struggling Readers/Writers
title_short The Not-So-Simple View of Writing in Struggling Readers/Writers
title_sort not-so-simple view of writing in struggling readers/writers
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9246105/
https://www.ncbi.nlm.nih.gov/pubmed/35783450
http://dx.doi.org/10.1080/10573569.2021.1948374
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