The Cognitive Profile and Text-Based Traits of Struggling Writers (El perfil cognitivo y los rasgos textuales de los escritores con dificultades)

Autor/inn/en	Pascual, Mariona; Salas, Naymé
Titel	The Cognitive Profile and Text-Based Traits of Struggling Writers (El perfil cognitivo y los rasgos textuales de los escritores con dificultades)
Quelle	In: Journal for the Study of Education and Development, 44 (2021) 1, S.219-253 (35 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pascual, Mariona) ORCID (Salas, Naymé)
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0210-3702
DOI	10.1080/02103702.2020.1848090
Schlagwörter	Writing Difficulties; Elementary School Students; Spelling; Vocabulary; Cognitive Ability; Language Skills; Short Term Memory; At Risk Students; Grade 2; Grade 4; Public Schools; Socioeconomic Status; Foreign Countries; Writing Skills; Handwriting; Spain; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Schreibstörung; Schreibweise; Wortschatz; Denkfähigkeit; Language skill; Sprachkompetenz; Kurzzeitgedächtnis; School year 02; 2. Schuljahr; Schuljahr 02; School year 04; 4. Schuljahr; Schuljahr 04; Public school; Öffentliche Schule; Socio-economic status; Sozioökonomischer Status; Ausland; Writing skill; Schreibfertigkeit; Handschrift; Spanien
Abstract	Writing difficulties have typically been investigated as the consequence of learning disabilities. However, several characteristics of texts and the underlying cognitive skills are often shared across these populations. Our aim was to investigate the writing and cognitive profile of children at risk of writing difficulties, regardless of whether they have concomitant diagnoses. Drawing from a sample of 357 primary school children, we identified children who showed low levels on a single writing component, such as handwriting (15), spelling (39) or text generation (17), and 11 children who showed difficulties across two or more components. We compared them to a typically developing group (50) on a series of writing features (e.g., spelling, vocabulary) and cognitive and linguistic skills (e.g., working memory, morphosyntax). Children who struggled with a single writing component showed difficulties also in other components. Children with multiple writing difficulties struggled with most writing features. All children displayed similar levels in key cognitive and linguistic skills. Our data thus present compelling evidence of children who struggle with writing, despite no obvious cognitive or linguistic impairments. [Translation from English by Silvia Montero.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01