ERIC Number: EJ1172152
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
A Not-So-Simple View of Adolescent Writing
Poch, Apryl L.; Lembke, Erica S.
International Journal for Research in Learning Disabilities, v3 n2 p27-44 2017
According to the Simple View of Writing, four primary skills are necessary for successful writing (Berninger & Amtmann, 2003; Berninger & Winn, 2006). Transcription skills (e.g., handwriting, spelling) represent lower-order cognitive tasks, whereas text generation skills (e.g., ideation, translation) represent higher-order writing/cognitive abilities. Self-regulatory executive functions include the attentional and regulatory abilities that help manage the writing process, and working memory represents the cognitive complexity of the writing process. Exploratory factor analysis was used to explore the relations amongst the components of the Simple View of Writing. A one-way ANOVA tested for differences between struggling and non-struggling writers on the observed variables. Results revealed a two-factor model, suggesting writing is more multidimensional. Statistically significant differences were observed between struggling and non-struggling writers on all measures except the Behavior Rating Inventory of Executive Function-Self-Report and the Graphic Speed task of the Detailed Assessment of Speed of Handwriting.
Descriptors: Writing Skills, Executive Function, Short Term Memory, Factor Analysis, Statistical Analysis, Writing Difficulties, High School Students, Grade 9, Achievement Tests, Children, Intelligence Tests, Structural Equation Models, Handwriting, Spelling, Differences, Factor Structure
International Academy for Research in Learning Disabilities. e-mail: firstname.lastname@example.org; Web site: http://www.iarld.com/home/the-journal-thalamus
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A