A structural equation model of the writing process in typically-developing sixth grade children

A structural equation model of the writing process in typically-developing sixth grade children The purpose of this study was to evaluate how sixth grade children planned, translated, and revised written narrative stories using a task reflecting current instructional and assessment practices. A modified version of the Hayes and Flower (1980) writing process model was used as the theoretical framework for the study. Two hundred one sixth-grade students participated in a three-day writing task. On the first day they generated ideas for their story, on the second day they produced a first draft, and on the third day they revised their draft to produce a final copy. Scores from each day’s writing were used as measured variables representing the latent variables of planning, translating, and revising. Confirmatory structural equation modeling results suggested that the latent variable of planning had a moderate relationship to translating and that translating had a stronger than expected relationship with revising. Significant paths between measured and latent variables demonstrated the relative contribution of skills towards the writing process. The approach used in this study highlighted the linear manner in which intermediate grade children write. Findings suggest that planning had a direct effect on translating, but no direct effect on revising. There was a strong relationship between translating and revising, suggesting few differences between students’ first and final drafts. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

A structural equation model of the writing process in typically-developing sixth grade children

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Publisher
Springer Netherlands
Copyright
Copyright © 2012 by Springer Science+Business Media B.V.
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-012-9399-y
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study was to evaluate how sixth grade children planned, translated, and revised written narrative stories using a task reflecting current instructional and assessment practices. A modified version of the Hayes and Flower (1980) writing process model was used as the theoretical framework for the study. Two hundred one sixth-grade students participated in a three-day writing task. On the first day they generated ideas for their story, on the second day they produced a first draft, and on the third day they revised their draft to produce a final copy. Scores from each day’s writing were used as measured variables representing the latent variables of planning, translating, and revising. Confirmatory structural equation modeling results suggested that the latent variable of planning had a moderate relationship to translating and that translating had a stronger than expected relationship with revising. Significant paths between measured and latent variables demonstrated the relative contribution of skills towards the writing process. The approach used in this study highlighted the linear manner in which intermediate grade children write. Findings suggest that planning had a direct effect on translating, but no direct effect on revising. There was a strong relationship between translating and revising, suggesting few differences between students’ first and final drafts.

Journal

Reading and WritingSpringer Journals

Published: Jul 10, 2012

References

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