ArticleReading and writing2017
How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades.
Article in Reading and writing, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices.Journal of Intelligence · 2025Article
- Cognitive Processes Influencing Written Sentence Construction in School-Aged Children With Prenatal Alcohol Exposure.Psychology in the schools · 2025Article
- Brain structural associations of syntactic complexity and diversity across schizophrenia spectrum and major depressive disorders, and healthy controls.Schizophrenia (Heidelberg, Germany) · 2024Article
- Article
- The Relationship between Narrative Skills and Executive Functions across Childhood: A Systematic Review and Meta-Analysis.Children (Basel, Switzerland) · 2023Review
- Attention Components and Spelling Accuracy: Which Connections Matter?Children (Basel, Switzerland) · 2021Article
- Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting.PloS one · 2021Article
- The development of narrative skills in Turkish-speaking children: A complexity approach.PloS one · 2020Article
- Clause Chaining and Discourse Continuity in Turkish Children's Narratives.Frontiers in psychology · 2020Article
- Contributions of Working Memory, Inhibition, and Processing Speed to Writing Composition in Attention-Deficit/hyperactivity Disorder.Developmental neuropsychologyArticle
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Authors and funding
3 authors.
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Abstract
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results from path analyses revealed that later syntactic complexity of narrative writing was, in addition to initial syntactic complexity, predicted by oral grammar, inhibition, and planning. These results are discussed in light of the changes that characterize writing development in the upper elementary grades. More specifically, this study emphasizes the relevance of syntactic complexity as a developmental marker as well as the importance of executive functions for later writing development.
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