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Structural Relations of Language and Cognitive Skills, and Topic Knowledge to Written Composition: A Test of the Direct and Indirect Effects Model of Writing
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Kim, Young-Suk Grace – British Journal of Educational Psychology, 2020
Background: Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim & Park, 2019, "Reading and Writing," 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations.…
Descriptors: Writing (Composition), Language Skills, Thinking Skills, Knowledge Level
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne; Al Otaiba, Stephanie – Reading and Writing: An Interdisciplinary Journal, 2018
We investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3-6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading…
Descriptors: Correlation, Longitudinal Studies, Grade 3, Grade 4
Relations between Reading and Writing: A Longitudinal Examination from Grades 3 to 6
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Kim, Young-Suk Grace; Petscher, Yaacov; Wanzek, Jeanne; Al Otaiba, Stephanie – Grantee Submission, 2018
We investigated developmental trajectories of and the relation between reading and writing (word reading, reading comprehension, spelling, and written composition), using longitudinal data from students in Grades 3-6 in the US. Results revealed that word reading and spelling were best described as having linear growth trajectories whereas reading…
Descriptors: Correlation, Longitudinal Studies, Grade 3, Grade 4
Structural Relations of Language and Cognitive Skills, and Topic Knowledge to Written Composition: A Test of the Direct and Indirect Effects Model of Writing
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Kim, Young-Suk Grace – Grantee Submission, 2019
Background: Writing involves multiple processes, drawing on a number of language, cognitive, and print-related skills, and knowledge. According to the Direct and Indirect Effects model of Writing (DIEW; Kim & Park, 2019, "Reading and Writing," 32, 1319), these multiple factors have hierarchical, interactive, and dynamic relations.…
Descriptors: Writing (Composition), Language Skills, Thinking Skills, Knowledge Level
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
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Kim, Young-Suk Grace; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie – Reading and Writing: An Interdisciplinary Journal, 2017
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written…
Descriptors: Writing Evaluation, Elementary School Students, Grade 3, Grade 4
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Direct linkDirect link
Kim, Young-Suk Grace; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie – Grantee Submission, 2017
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written…
Descriptors: Writing Evaluation, Elementary School Students, Grade 3, Grade 4