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Direct linkKim, Young-Suk Grace; Schatschneider, Christopher – Journal of Educational Psychology, 2017
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills…
Descriptors: Writing Skills, Writing Instruction, Grade 1, Teaching Methods
Download full textKim, Young-Suk Grace; Schatschneider, Christopher – Grantee Submission, 2017
We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills…
Descriptors: Writing Skills, Writing Instruction, Grade 1, Teaching Methods
Kim, Young-Suk Grace – Grantee Submission, 2016
We investigated component language and cognitive skills of oral language comprehension of narrative texts (i.e., listening comprehension). Using the construction--integration model of text comprehension as an overarching theoretical framework, we examined direct and mediated relations of foundational cognitive skills (working memory and…
Descriptors: Foreign Countries, Language Skills, Cognitive Ability, Oral Language
Potocki, Anna; Sanchez, Monique; Ecalle, Jean; Magnan, Annie – Journal of Learning Disabilities, 2017
This article presents two studies investigating the role of executive functioning in written text comprehension in children and adolescents. In a first study, the involvement of executive functions in reading comprehension performance was examined in normally developing children in fifth grade. Two aspects of text comprehension were…
Descriptors: Executive Function, Children, Adolescents, Reading Difficulties
Barnes, Marcia A.; Ahmed, Yusra; Barth, Amy; Francis, David J. – Scientific Studies of Reading, 2015
The integration of knowledge during reading was tested in 1,109 secondary school students. Reading times for the second sentence in a pair (Jane's headache went away) were compared in conditions where the first sentence was either causally or temporally related to the first sentence (Jane took an aspirin vs. Jane looked for an aspirin).…
Descriptors: Reading Comprehension, Reading Instruction, Grade 7, Grade 8
