Author ORCID Identifier

Poch - https://orcid.org/0000-0002-1316-0228

Document Type

Article

Publication Date

Fall 2007

Publication Title

International Journal for Research in Learning Disabilities

Volume

3

Issue

2

First Page

27

Last Page

44

Abstract

According to the Simple View of Writing, four primary skills are necessary for successful writing (Berninger & Amtmann, 2003; Berninger & Winn, 2006). Transcription skills (e.g., handwriting, spelling) represent lower-order cognitive tasks, whereas text generation skills (e.g., ideation, translation) represent higher-order writing/cognitive abilities. Self-regulatory executive functions include the attentional and regulatory abilities that help manage the writing process, and working memory represents the cognitive complexity of the writing process. Exploratory factor analysis was used to explore the relations amongst the components of the Simple View of Writing. A one-way ANOVA tested for differences between struggling and non-struggling writers on the observed variables. Results revealed a two-factor model, suggesting writing is more multidimensional. Statistically significant differences were observed between struggling and non-struggling writers on all measures except the Behavior Rating Inventory of Executive Function – Self-Report and the Graphic Speed task of the Detailed Assessment of Speed of Handwriting.

Comments

— This is the journal publication of my dissertation which was also awarded the Marjorie Montague Award for Outstanding Doctoral Research by the International Academy for Research in Learning Disabilities. (Poch, A.L.)

This was deposited with permission from the publisher. For any reuse permission reach out to the publisher directly. https://iarld.com/international-journal-for-research-in-learning-disabilities/

Download

Share

COinS