Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students-Reference-Cited by-同舟云学术

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Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students

Published:2012-09-16 Issue:7 Volume:26 Page:1195-1221
ISSN:0922-4777
Container-title:Reading and Writing
language:en
Short-container-title:Read Writ

Author:

Yeung Pui-sze,Ho Connie Suk-han,Chan David Wai-ock,Chung Kevin Kien-hoa

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/s11145-012-9411-6

Reference96 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. Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102, 281–298.

3. Anderson, P. L. (1982). A preliminary study of syntax in the written expression of learning disabled children. Journal of Learning Disabilities, 15, 359–362.

4. Babayiğit, S., & Stainthorp, R. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing: An Interdisciplinary Journal, 23, 539–568.

5. Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103, 169–189.

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