NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ872175
Record Type: Journal
Publication Date: 2010-Feb
Pages: 17
Abstractor: As Provided
Reference Count: 73
ISBN: N/A
ISSN: ISSN-0141-0423
Cognitive Constraints and the Early Learning Goals in Writing
Bourke, Lorna; Adams, Anne-Marie
Journal of Research in Reading, v33 n1 p94-110 Feb 2010
This study examined the relative importance of a number of cognitive factors (i.e. working memory, vocabulary knowledge, general cognitive ability and reading skills) in accounting for differences in the rate of progress made by children in the development of emergent writing skills. Sixty-seven children were assessed on tasks measuring the visuospatial, phonological and central executive components of working memory. The children's written texts were analysed according to the assessment scale for writing from the Early Years Foundation Stage Profile. The results indicate that reading performance and visuospatial memory skills are crucial to determining whether or not children aged 4-5 years are able to meet the UK government's prescribed educational standards for writing. The importance of visual skills in the acquisition of orthographic knowledge and writing conventions gained through reading is discussed in relation to current instructional strategies within schools. (Contains 1 table.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom