How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades

Drijbooms, Elise and Groen, Margriet A. and Verhoeven, Ludo (2017) How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades. Reading and Writing, 30 (1). pp. 209-231. ISSN 0922-4777

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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.

Item Type:
Journal Article
Journal or Publication Title:
Reading and Writing
Uncontrolled Keywords:
/dk/atira/pure/subjectarea/asjc/3600/3616
Subjects:
ID Code:
130860
Deposited By:
Deposited On:
29 Jan 2019 09:27
Refereed?:
Yes
Published?:
Published
Last Modified:
01 Apr 2020 07:05