The contribution of executive functions to narrative writing in fourth grade children

Drijbooms, Elise and Groen, Margriet A. and Verhoeven, Ludo (2015) The contribution of executive functions to narrative writing in fourth grade children. Reading and Writing, 28 (7). pp. 989-1011. ISSN 1573-0905

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Abstract

The present study investigated the contribution of executive functions to narrative writing in fourth grade children, and evaluated to what extent executive functions contribute differentially to different levels of narrative composition. The written skills of 102 Dutch children in fourth grade were assessed using a narrative picture-elicitation task. In addition, a large test battery assessing transcription skills, language skills and executive functions, was administered. The results showed that executive functions contributed both directly and indirectly to narrative composition. More specifically, analyses revealed that inhibition and updating, but not planning, contributed directly to the text length of the narrative, and indirectly, through handwriting, to the text length, syntactic complexity, and story content. The findings underscore the need to assess a variety of executive functions and support the idea that in developing writers executive functions also play a role in more complex written composition tasks, such as narrative writing.

Item Type: Journal Article
Journal or Publication Title: Reading and Writing
Uncontrolled Keywords: /dk/atira/pure/subjectarea/asjc/3600/3616
Subjects:
Departments: Faculty of Science and Technology > Psychology
ID Code: 130951
Deposited By: ep_importer_pure
Deposited On: 29 Jan 2019 17:15
Refereed?: Yes
Published?: Published
Last Modified: 15 Jan 2020 04:58
URI: https://eprints.lancs.ac.uk/id/eprint/130951

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