How Executive Functions Predict Development in Syntactic Complexity of Narrative Writing in the Upper Elementary Grades

Autor/inn/en	Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo
Titel	How Executive Functions Predict Development in Syntactic Complexity of Narrative Writing in the Upper Elementary Grades
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 30 (2017) 1, S.209-231 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Drijbooms, Elise)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-016-9670-8
Schlagwörter	Executive Function; Predictor Variables; Syntax; Difficulty Level; Writing (Composition); Elementary School Students; Grade 4; Grade 5; Grade 6; Intermediate Grades; Writing Skills; Oral Language; Language Skills; Age Differences; Text Structure; Story Telling; Narration; Writing Processes; Path Analysis; Grammar; Inhibition; Planning; Longitudinal Studies; Developmental Stages; Foreign Countries; Handwriting; Correlation; Netherlands + Suchen Sie Ihr Suchwort? Prädiktor; Schwierigkeitsgrad; Schreibübung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Mittelstufe; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Age; Difference; Age difference; Altersunterschied; Textstruktur; Pfadanalyse; Grammatik; Hemmung; Ablaufplanung; Planungsprozess; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Handschrift; Korrelation; Niederlande
Abstract	The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results from path analyses revealed that later syntactic complexity of narrative writing was, in addition to initial syntactic complexity, predicted by oral grammar, inhibition, and planning. These results are discussed in light of the changes that characterize writing development in the upper elementary grades. More specifically, this study emphasizes the relevance of syntactic complexity as a developmental marker as well as the importance of executive functions for later writing development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01