Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis

Journal of Educational Psychology

Volumn 106, Issue 2, 2014, Pages 419-434

  Ahmed, Yusra ^a   Wagner, Richard K ^a   Lopez, Danielle ^a  

^a FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Latent change score; Reading; Spelling; Writing

Indexed keywords

EID: 84925657509     PISSN: 00220663     EISSN: 19392176     Source Type: Journal    
DOI: 10.1037/a0035692     Document Type: Article

References (61)

1. Aarnoutse, C., van Leeuwe, J., & Verhoeven, L. (2005). Early literacy from a longitudinal perspective. Educational Research and Evolution, 11, 253-275. doi:10.1080/08993400500101054
2. Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primaryand intermediate-grade writers. Journal of Educational Psychology, 85, 478-508. doi:10.1037/0022-0663.85.3.478
3. Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102, 281-298. doi:10.1037/a0019318
4. Babayiğit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103, 169-189. doi:10.1037/a0021671
5. Bates, E., & Goodman, J. (1999). The emergence of grammar from the lexicon. In B. MacWhinney (Ed.), The emergence of language (pp. 27-80). Mahwah, NJ: Erlbaum.
6. Beers, S. F., & Nagy, W. E. (2011). Writing development in four genres from grade three to seven: Syntactic complexity and syntactic genera-tion. Reading and Writing, 24, 183-202. doi:10.1007/s11145-010- 9264-9
7. Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, 39-56.
8. Berninger, V., Abbott, R., Swanson, H. L., Lovitt, D., Trivedi, P., Lin, S., & Amtmann, D. (2010). Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade. Language, Speech, and Hearing Services in Schools, 41, 179-193. doi:10.1044/0161-1461(2009/08-0002)
9. Berninger, V., Nagy, W., & Beers, S. (2011). Child writers' construction and reconstruction of single sentences and construction of multisentence texts: Contributions of syntax and transcription to translation. Reading and Writing, 24, 151-182. doi:10.1007/s11145-010-9262-y
10. Berninger, V. W., Vaughan, K., Abbott, R. D., Brooks, A., Abbott, S. P., Rogan, L., . . . Graham, S. (1998). Early intervention for spelling problems: Teaching functional spelling units of varying size with a multiple-connections framework. Journal of Educational Psychology, 90, 587-605.
11. Caravolas, M., Hulme, C., & Snowling, M. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774. doi:10.1006/jmla.2000.2785
12. Cataldo, S., & Ellis, N. (1988). Interactions in the development of spelling, reading and phonological skills. Journal of Research in Reading, 11, 86-109. doi:10.1111/j.1467-9817.1988.tb00153.x
13. Connelly, V., Dockrell, J. E., & Barnett, J. (2005). The slow handwriting of undergraduate students constraints overall performance in exam essays. Educational Psychology, 25, 99 -107. doi:10.1080/ 0144341042000294912
14. Ehri, L. C. (2005). Development of sight word reading: Phases and findings. In M. J. Snowling & C. Hulme (Eds.), The science of reading (pp. 135-155). Oxford, England: Blackwell. doi:10.1002/9780470757642 .ch8
15. Ferrer, E., & McArdle, J. J. (2010). Longitudinal modeling of developmental changes in psychological research. Current Directions in Psychological Science, 19, 149-154. doi:10.1177/0963721410370300
16. Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35, 39-50. doi:10.1207/ S15326985EP3501_5
17. Florida Department of Education. (2013). FCAT Writing. Retrieved from http://fcat.fldoe.org/fwinfopg.asp
18. Foorman, B. R., Arndt, E. J., & Crawford, E. C. (2011). Important constructs in literacy learning across disciplines. Topics in Language Disorders, 31, 73-83. doi:10.1097/TLD.0b013e31820a0b86
19. Good, R. H., Kaminski, R. A., Smith, S., Laimon, D., & Dill, S. (2001). Dynamic indicators of basic early literacy skills (5th ed.). Eugene: University of Oregon.
20. Graham, S., & Hebert, M. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710-744.
21. Grimm, K. J., An, Y., McArdle, J. J., Zonderman, A. B., & Resnick, S. M. (2012). Recent changes leading to subsequent changes: Extensions of multivariate latent difference score models. Structural Equation Modeling, 19, 268-292. doi:10.1080/10705511.2012.659627
22. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Erlbaum.
23. Hayes, J. R., & Berninger, V. (2010). Relationships between idea generation and transcription: How act of writing shapes what children write. In C. Brazerman, R. Krut, K. Lunsford, S. McLeod, S. Null, P. Rogers, & A. Stansell (Eds.), Traditions of writing research (pp. 166-180). New York, NY: Taylor & Frances/Routledge.
24. Hayes, J. R., & Flower, L. S. (1980). Identifying the organization of writing processes. In L. Gregg & E. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
25. Jajodia, A. (2012). Dynamic structural equation models of change. In J. T. Newsom, R. N. Jones, & S. M. Hoker (Eds.), Longitudinal data analysis: A practical guide for researchers in aging, health, and social sciences (pp. 291-328). New York, NY: Routledge.
26. Jenkins, J. R., Johnson, E., & Hileman, J. (2004). When is reading also writing: Sources of individual differences on the new reading performance assessments. Scientific Studies of Reading, 8, 125-151. doi: 10.1207/s1532799xssr0802_2
27. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447. doi:10.1037/0022-0663.80.4.437
28. Juel, C., Griffith, P., & Gough, P. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255. doi:10.1037/0022-0663.78.4.243
29. Keenan, J. M., Betjemann, R. S., & Olson, R. K. (2008). Reading comprehension tests vary in the skills they assess: Differential dependence on decoding and oral comprehension. Scientific Studies of Reading, 12, 281-300. doi:10.1080/10888430802132279
30. Kim, Y.-S., Park, C. H., & Park, Y. (2013) Is academic language use a separate dimension in beginning writing? Evidence from Korean. Learning and Individual Differences, 27(1), 8-15.
31. Kintsch, W., & Mangalath, P. (2011). The construction of meaning. Topics in Cognitive Science, 3, 346-370.
32. Langer, J. (1986). Reading, writing and understanding: An analysis of the construction of meaning. Written Communication, 3, 219-267.
33. Lerkkanen, M., Rasku-Puttonen, H., Aunola, K., & Nurmi, J. (2004). The developmental dynamics of literacy skills during the first grade. Educational Psychology, 24, 793-810. doi:10.1080/0144341042000271782
34. Little, R. J. A., & Rubin, D. B. (1989). The analysis of social science data with missing values. Sociological Methods and Research, 18, 292-326. doi:10.1177/0049124189018002004
35. Loban, W. D. (1963). The language of elementary school children. Urbana, IL: National Council of Teachers of English.
36. McArdle, J. J. (2009). Latent variable modeling of differences and changes with longitudinal data. Annual Review of Psychology, 60, 577-605. doi:10.1146/annurev.psych.60.110707.163612
37. McArdle, J. J., & Grimm, K. J. (2010). Five steps in latent curve and latent change score modeling with longitudinal data. Longitudinal Research with Latent Variables, 245-273.
38. Mehta, P., Foorman, B., Branum-Martin, L., & Taylor, W. (2005). Literacy as a unidimensional multilevel construct: Validation, sources of influence, and implications in a longitudinal study in grades 1 to 4. Scientific Studies of Reading, 9, 85-116. doi:10.1207/s1532799xssr0902_1
39. Muthén, L., & Muthén, B. (1998 -2013). Mplus user's guide (6th ed.). Los Angeles, CA: Muthén & Muthén.
40. Nelson, N. W., & Van Meter, A. M. (2007). Measuring written language ability in narrative samples. Reading & Writing Quarterly, 23, 287-309. doi:10.1080/10573560701277807
41. Pugh, K. R., Frost, S. J., Sandak, R., Gillis, M., Moore, D., Jenner, A. R., & Mencl, W. E. (2006). What does reading have to tell us about writing? Preliminary question and methodological challenges in examining the neurobiological foundations of writing and writing disabilities. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 433-448). New York, NY: Guilford Press.
42. Puranik, C., & Lonigan, C. (2011). From scribbles to Scrabble: Preschool children's developing knowledge of written language. Reading and Writing, 24, 567-589. doi:10.1007/s11145-009-9220-8
43. Rode, S. S. (1975). Development of phrase and clause boundary reading in children. Reading Research Quarterly, 10, 124 -142. doi:10.2307/747088
44. Saddler, B., & Graham, S. (2005). The effects of peer-assisted sentence combining instruction on the writing performance of more and less skilled young writers. Journal of Educational Psychology, 97, 43-54.
45. Shanahan, T. (1984). Nature of reading-writing relations: An exploratory multivariate analysis. Journal of Educational Psychology, 76, 466-477. doi:10.1037/0022-0663.76.3.466
46. Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171-183). New York, NY: Guilford Press.
47. Shanahan, T., & Lomax, R. G. (1986). An analysis and comparison of theoretical models of the reading-writing relationship. Journal of Educational Psychology, 78, 116-123. doi:10.1037/0022-0663.78.2.116
48. Shanahan, T., & Lomax, R. G. (1988). A developmental comparison of three theoretical models of the reading-writing relationship. Research in the Teaching of English, 22, 196-212.
49. Sprenger-Charolles, L., Siegel, L. S., Bechennec, D., & Serniclaes, W. (2003). Development of phonological and orthographic processing in reading aloud, in silent reading, and in spelling: A four-year longitudinal study. Journal of Experimental Child Psychology, 84, 194-217. doi: 10.1016/S0022-0965(03)00024-9
50. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th ed.). Needham Heights, MA: Allyn & Bacon.
51. Tierney, R. J., & Shanahan, T. (1991). Research on the reading-writing relationship: Interactions, transactions, and outcomes. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 246-280). Hillsdale, NJ: Erlbaum.
52. Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
53. Vaessen, A., & Blomert, L. (2013). The cognitive linkage and divergence of spelling and reading development. Scientfic Studies of Reading, 17, 89-107. doi:10.1080/10888438.2011.614665
54. Vellutino, F. R., Tunmer, W. E., Jaccard, J., Chen, R., & Scanlon, D. M. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11, 3-32.
55. Wagner, R. K., Torgesen, J. K., Rashotte, C. A., & Pearson, N. (2010). The Test of Silent Reading Efficiency and Comprehension (TOSREC). Austin, TX: Pro-Ed.
56. Wechsler, D. (2002). Wechsler Individual Achievement Test (2nd ed.). San Antonio, TX: Psychological Corporation.
57. Weiser, B., & Mathes, P. (2011). Using encoding instruction to improve the reading and spelling performance of elementary students at risk for literacy difficulties: A best-evidence synthesis. Review of Educational Research, 81, 170-200. doi:10.3102/0034654310396719
58. Whitaker, D., Berninger, V., Johnston, J., & Swanson, L. (1994). Intraindividual differences in levels of language in intermediate grade writers: Implications for the translating process. Learning and Individual Differences, 6, 107-130. doi:10.1016/1041-6080(94)90016-7
59. Wilkinson, G. S. (1993). WRAT3: Wide Range Achievement Test: Administration manual. Wilmington, DE: Wide Range.
60. Woodcock, R. (1987). Woodcock Reading Mastery Test-Revised. Circle Pines, MN: American Guidance Service.
61. Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). WJIII tests of cognitive abilities and achievement. Itasca, IL: Riverside.