Author:
Alevriadou Anastasia,Giaouri Stergiani
Abstract
Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive Functions (Simos et al., 2007) in a sample of 50 Greek-speaking, 5th-grade students with writing disabilities. The results of our study indicated that there were significant Pearson correlations ranging from .35 to .44 between executive functions and written expression. Furthermore, regression analysis showed that the subscales of the Test of Executive Functions had significant predictive power for spelling correctness and correction of jumbled sentences. Further implications of these findings for a school-based neuropsychological evaluation and planning of individualised educational interventions are discussed.
Publisher
Cambridge University Press (CUP)
Subject
Developmental and Educational Psychology,Education,Social Psychology
Reference56 articles.
1. The Relevance of Metacognition to Learning Disabilities
2. Assessment and Intervention for Executive Function Difficulties
3. A model for writing instruction: Integrating word processing and strategy instruction into a process approach to writing;MacArthur;Learning Disabilities Research and Practice,1991
4. Attention, Memory, and Executive Function
Cited by
8 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献