Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations As a Function of Measurement/Dimensions of Written Composition.

ABSTRACT: Within the context of the Direct and Indirect Effects model of Writing, we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dimensions of written composition-writing quality, writing productivity, and correctness in writing; (b) whether reading comprehension is differentially related to the three dimensions of written composition after accounting for oral language, cognition, and transcription skills; and whether reading comprehension mediates the relations of discourse ora

SUBMITTER: Grace Kim YS 

PROVIDER: S-EPMC9183195 | biostudies-literature | 2022 Feb

REPOSITORIES: biostudies-literature