Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing-Reference-Cited by-同舟云学术

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Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing

Published:2018-11-08 Issue:5 Volume:32 Page:1319-1343
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Kim Young-Suk Grace^ORCID,Park Seo-Hyun

Funder

Institute of Education Sciences

National Institute of Child Health and Human Development

National Research Foundation of Korea

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Link

http://link.springer.com/content/pdf/10.1007/s11145-018-9913-y.pdf

Reference100 articles.

1. Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers. Journal of Educational Psychology, 85, 478–508.

2. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

3. Alonzo, C. N., Yeomans-Maldonado, C., Murphy, K. A., Bevens, B., & LARRC. (2016). Predicting second grade listening comprehension using prekindergarten measures. Topics in Language Disorders, 36, 3123–3333.

4. Applebee, A. N. (1984). Writing and reasoning. Review of Educational Research, 54, 577–596.

5. Arfe, B., Dockrell, J. E., & De Bernardi, B. (2016). The effect of language-specific factors on early written composition: The role of spelling, oral language and text generation skills in a shallow orthography. Reading and Writing: An Interdisciplinary Journal, 29, 501–527.

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