ArticleReading and writing2018
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6.
Article in Reading and writing, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
6 citing papers in PubMed.
- Orthography-phonology consistency in English: Theory- and data-driven measures and their impact on auditory vs. visual word recognition.Behavior research methods · 2024Article
- PROPERTIES OF A COMBINED MEASURE OF READING AND WRITING: THE ASSESSMENT OF WRITING, SELF-MONITORING, AND READING (AWSM READER).Reading and writing · 2023Article
- Relationship between lexical, reading and spelling skills in bilingual language minority children and their monolingual peers.Frontiers in psychology · 2023Article
- 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
- Prevalence and Cognitive Profiles of Children With Comorbid Literacy and Motor Disorders.Frontiers in psychology · 2020Article
- Invisible Print? Reading Skill Predicts Children's Learning of Novel Spoken Words.Infant and child developmentArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
Abstract
We investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3 to 6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading comprehension and written composition showed nonlinear growth trajectories with a quadratic function during the examined developmental period. Word reading and spelling were consistently strongly related (.73 ≤
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.