ArticleJournal of educational psychology2017
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW).
Article in Journal of educational psychology, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 24 papers.
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Who cites it
24 citing papers in PubMed.
- Orthographic Knowledge as a Predictor of Writing Composition in European Portuguese: A Longitudinal Study in Grade 2.Behavioral sciences (Basel, Switzerland) · 2026Article
- The Concurrent and Longitudinal Contributions of Linguistic and Cognitive Skills to L2 Writing Quality.Journal of Intelligence · 2026Article
- Developmental Trajectories of Transcription and Oral Language Skills in Kindergarten Students: The Influence of Executive Functions and Home Literacy Practices.Journal of Intelligence · 2025Article
- Psychometric Properties of the Pre-Literacy Test: Assessing Literacy Readiness Skills.Journal of Intelligence · 2025Article
- Cognitive Processes Influencing Written Sentence Construction in School-Aged Children With Prenatal Alcohol Exposure.Psychology in the schools · 2025Article
- Writing Fluency: Its Relations With Language, Cognitive, and Transcription Skills, and Writing Quality Using Longitudinal Data From Kindergarten to Grade 2.Journal of educational psychology · 2024Article
- Article
- Framing Executive Function as a Construct and its Relation to Academic Achievement.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2023Article
- Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test.Journal of school psychology · 2023Article
- Reading-to-Writing Mediation model of higher-order literacy.Frontiers in psychology · 2023Article
- Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?Written communication · 2022Article
- Control and value appraisals and online multiple-text comprehension in primary school: The mediating role of boredom and the moderating role of word-reading fluency.The British journal of educational psychology · 2022Article
- Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations As a Function of Measurement/Dimensions of Written Composition.Journal of educational psychology · 2022Article
- Contribution of oral narrative textual competence and spelling skills to written narrative textual competence in bilingual language-minority children and monolingual peers.Frontiers in psychology · 2022Article
- In a split second: Handwriting pauses in typical and struggling writers.Frontiers in psychology · 2022Article
- The Not-So-Simple View of Writing in Struggling Readers/Writers.Reading & writing quarterly : overcoming learning difficulties · 2022Article
- Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners.Journal of educational psychology · 2022Article
- Does Perspective Taking Matter for Writing? Perspective Taking in Source-Based Analytical Writing of Secondary Students.Reading and writing · 2021Article
- The Impact of Orthography on Text Production in Three Languages: Catalan, English, and Spanish.Frontiers in psychology · 2020Article
- Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6.Reading and writing · 2018Article
Corrections and comments
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Authors and funding
2 authors.
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Abstract
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among four variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing.
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