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ERIC Number: EJ1054538
Record Type: Journal
Publication Date: 2014-May
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0022-0663
Developmental Relations between Reading and Writing at the Word, Sentence, and Text Levels: A Latent Change Score Analysis
Ahmed, Yusra; Wagner, Richard K.; Lopez, Danielle
Journal of Educational Psychology, v106 n2 p419-434 May 2014
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.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH)
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Assessments and Surveys: 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
IES Funded: Yes
Grant or Contract Numbers: P50 HD052120; R305F100027