ArticleJournal of educational psychology2022
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.
Article in Journal of educational psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 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
- Timed and untimed writing and math: shared and differential cognitive predictors in primary school.Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence · 2025Article
- Academic language use in middle school informational writing.The British journal of educational psychology · 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
- Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test.Journal of school psychology · 2023Article
- The unique contribution of handwriting accuracy to literacy skills in Japanese adolescents.Reading and writing · 2023Article
- Relationship between lexical, reading and spelling skills in bilingual language minority children and their monolingual peers.Frontiers in 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
- Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners.Journal of educational psychology · 2022Article
- Facilitating Text Production in Fourth Graders: Effects of Script-Based Knowledge and Writing Prompts.Frontiers in psychology · 2022Article
- Writing Instruction Improves Students' Writing Skills Differentially Depending on Focal Instruction and Children: A Meta-Analysis for Primary Grade Students.Educational research review · 2021Article
- Examining gender effects in autistic written language skills: A small sample exploratory study.Autism & developmental language impairmentsArticle
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
Within the context of the Direct and Indirect Effects model of Writing, we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dimensions of written composition-writing quality, writing productivity, and correctness in writing; (b) whether reading comprehension is differentially related to the three dimensions of written composition after accounting for oral language, cognition, and transcription skills; and whether reading comprehension mediates the relations of discourse oral language and lexical literacy to the three dimensions of written composition; and (c) whether total effects of oral language, cognition, transcription, and reading comprehension vary for the three dimensions of written composition. Structural equation model results from 350 English-speaking second graders showed that higher order cognitive skills were differentially related to the three dimensions of written composition. Reading comprehension was related only to writing quality, but not to writing productivity or correctness in writing; and reading comprehension differentially mediated the relations of discourse oral language and lexical literacy to writing quality. Total effects of language, cognition, transcription, and reading comprehension varied largely for the three dimensions of written composition. These results support the dynamic relation hypothesis, role of reading in writing, and the importance of accounting for dimensions of written composition in a theoretical model of writing.
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