NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 3 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Tighe, Elizabeth L.; Wagner, Richard K.; Schatschneider, Christopher – Reading and Writing: An Interdisciplinary Journal, 2015
This study demonstrates the utility of applying a causal indicator modeling framework to investigate important predictors of reading comprehension in third, seventh, and tenth grade students. The results indicated that a 4-factor multiple indicator multiple indicator cause (MIMIC) model of reading comprehension provided adequate fit at each grade…
Descriptors: Reading Comprehension, Reading Skills, Causal Models, Predictor Variables
Peer reviewed Peer reviewed
Direct linkDirect link
Maggio, Severine; Lete, Bernard; Chenu, Florence; Jisa, Harriet; Fayol, Michel – Reading and Writing: An Interdisciplinary Journal, 2012
This study examines the dynamics of cognitive processes during writing. Participants were 5th, 7th and 9th graders ranging in age from 10 to 15 years. They were shown a short silent video composed of clips illustrating conflictual situations between people in school, and were invited to produce a narrative text. Three chronometric measures of word…
Descriptors: Writing (Composition), Cognitive Processes, Writing Skills, Time
Peer reviewed Peer reviewed
Direct linkDirect link
Beers, Scott F.; Nagy, William E. – Reading and Writing: An Interdisciplinary Journal, 2011
Two measures of syntactic complexity, clauses per T-unit and words per clause, were used to examine differences among four genres of text--narrative, descriptive, compare/contrast, and persuasive--written by the same two cohorts (83 students in grades three and five and 96 students in grades five and seven) on two occasions 2 years apart as part…
Descriptors: Writing (Composition), Grades (Scholastic), Syntax, Essays