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Writing Instruction Improves Students' Writing Differentially Depending on Instruction and Child Characteristics: A Meta-Analysis for Primary Grade Students
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Kim, Young-Suk Grace; Yang, Dandan; Reyes, Marcela; Connor, Carol – Grantee Submission, 2021
We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as…
Descriptors: Writing Instruction, Instructional Effectiveness, Writing Improvement, Writing (Composition)
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
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Kim, Young-Suk Grace; Graham, Steve – Journal of Educational Psychology, 2022
Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), 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: (1) whether…
Descriptors: Writing (Composition), Thinking Skills, Reading Comprehension, Oral Language
Writing Instruction Improves Students' Writing Differentially Depending on Focal Instruction and Children: A Meta-Analysis for Primary Grade Students
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Kim, Young-Suk Grace; Yang, Dandan; Reyes, Marcela; Connor, Carol – Grantee Submission, 2021
We investigated the effect of writing interventions on written composition for students in primary grades (K-G3) with a focus on whether effects vary as a function of different dimensions of composition outcomes (i.e., quality, productivity, fluency, and other), instructional focus (e.g., transcription, self-regulation strategies such as…
Descriptors: Writing Instruction, Instructional Effectiveness, Writing Improvement, Elementary School Students
Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?
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Kim, Young-Suk Grace – Grantee Submission, 2022
In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 (N = 177; M[subscript age] = 7.19). Results from structural equation modeling showed that burst length was related to writing…
Descriptors: Written Language, Short Term Memory, Attention Control, Writing Skills
Does Perspective Taking Matter for Writing? Perspective Taking in Source-Based Analytical Writing of Secondary Students
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Cho, Minkyung; Kim, Young-Suk Grace; Olson, Carol B. – Reading and Writing: An Interdisciplinary Journal, 2021
Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important skill for writing development. In the present study, we examined how perspective taking is expressed in writing and how it is related to overall writing quality. We analyzed seventh graders'…
Descriptors: Perspective Taking, Writing (Composition), Writing Skills, Thinking Skills
Does Perspective Taking Matter for Writing? Perspective Taking in Source-Based Analytical Writing of Secondary Students
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Cho, Minkyung; Kim, Young-Suk Grace; Olson, Carol B. – Grantee Submission, 2021
Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important skill for writing development. In the present study, we examined how perspective taking is expressed in writing and how it is related to overall writing quality. We analyzed seventh graders'…
Descriptors: Perspective Taking, Writing (Composition), Writing Skills, Thinking Skills
Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners
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Kim, Young-Suk Grace; Wolters, Alissa; Mercado, Janet; Quinn, Jamie – Journal of Educational Psychology, 2022
We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions…
Descriptors: Transfer of Training, Second Language Learning, Native Language, Bilingualism
Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners
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Kim, Young-Suk Grace; Wolters, Alissa; Mercado, Janet; Quinn, Jamie – Grantee Submission, 2021
We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions…
Descriptors: Transfer of Training, Second Language Learning, Native Language, Bilingualism