Copying Span as an Index of Written Language Ability

Abstract

Since copying span has been said to reflect text difficulty, copying span may reflect learners' written language ability when text is held constant. The present study investigated this hypothesis, using as subjects 43 adult women who were learning English as a second language. Analysis showed that copying span moderately correlates with reading, dictation, and spelling ability. Individual differences in imbalance between reading and writing abilities seem to lower the magnitude of the correlation. An optimal text in terms of difficulty and length for the copying task is needed and remains an important matter for further research.