Hunting for the links between word-level writing skills and text quality
A recurring claim in developmental models of written composition is that text quality depends to a large extent on efficient word-level writing skills (handwriting and spelling), at least in the early grades. In this chapter, we show that this assumption has a weak empirical basis because of (1) the unsystematic way in which the quality of written texts has been assessed, and (2) the inconclusiveness of findings about the word-text writing relationship in developmental studies of writing. We claim that the demands of transcription have been overestimated, while the explanatory power of high-level components has been majorly overlooked. We conclude that it is the command of high-level text features and skills what makes learning to write a complex, life-long process.
Article outline
- 1.Introduction
- 2.Assessing the quality of written texts
- 2.1Holistic scoring
- 2.2Analytic scoring
- 3.The impact of transcription skills on writing quality
- 3.1Spoken and written text quality
- 4.Going beyond low-level components to explain text quality
- 4.1High-level writing processes: Task schemas and topic knowledge
- 4.2Working memory and executive functions
- 5.Concluding remarks
-
Note
-
References
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Cited by
Cited by 3 other publications
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Vocabulary depth and its contribution to text quality in the early years of primary school (Profundidad de vocabulario y su contribución a la calidad textual en los primeros años de Educación Primaria).
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Castillo, Cristina & Liliana Tolchinsky
2018.
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Reading and Writing 31:2
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Zadunaisky-Ehrlich, Sara, Batia Seroussi & Anat Stavans
2021.
Predictors of spelling errors in expository texts written by Hebrew-speaking elementary school children (Predictores de errores ortográficos en textos expositivos escritos por alumnos de habla hebrea en escuela primaria).
Journal for the Study of Education and Development 44:1
► pp. 117 ff.
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