ERIC Number: EJ1091900
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Does the Use of Connective Words in Written Assessments Predict High School Students' Reading and Writing Achievement?
Duggleby, Sandra J.; Tang, Wei; Kuo-Newhouse, Amy
Reading Psychology, v37 n4 p511-532 2016
This study examined the relationship between ninth-grade students' use of connectives (temporal, causal, adversative, and additive) in functional writing and performance on standards-based/criterion-referenced measures of reading and writing. Specifically, structural equation modeling (SEM) techniques were used to examine the relationship between students' use of connectives in their functional writing and their reading and writing proficiency. Results indicated that the number of connectives used in functional writing was significantly correlated to writing test scores and reading comprehension test scores, no matter whether the effect of the common predictor was removed or not. The results provide support for future research in the study of connective words in relation to functional writing skills and reading comprehension.
Descriptors: Prediction, High School Students, Structural Equation Models, Reading Comprehension, Correlation, Grade 9, Writing (Composition), Standards, Criterion Referenced Tests, Reading Tests, Writing Tests, Language Usage, Form Classes (Languages), Scores, Writing Skills, English, Language Arts, Foreign Countries
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 9; Junior High Schools; Middle Schools
Authoring Institution: N/A
Identifiers - Location: Canada