Alissa Wolters
Biographic Data
| ID | 7528467 |
|---|---|
| NAME | Alissa Wolters |
| GIVEN NAMES | Alissa |
| FAMILY NAME | Wolters |
| SIGNATURE | WOLTERS A |
| AFFILIATIONS | University of California, Irvine |
| ORCID | 0000-0001-7382-1887 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The relation between text reading and reading comprehension varies as a function of developmental phase, orthographic depth, and measurement characteristics
61, or .70 when correcting for measurement error) while text reading efficiency had a stronger relation (.65) than text reading accuracy (.59) or text reading rate (.54). Furthermore, the correlation differed by grade level and orthographic depth: .73 in primary grades, .69 in upper elementary grades, .59 in middle school, .54 in high school, and .44 for adults in deep orthographies, compared to .69 in primary grades, .52 in upper elementary grad…
Reading and Writing Relations Are Not Uniform
We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice, open-ended, cloze), and written composition (e.g., writing quality, writing productivity, writing fluency, wri…
The Relations of Morphological Awareness with Language and Literacy Skills Vary Depending on Orthographic Depth and Nature of Morphological Awareness
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs. productive morphological awareness, inflectional vs. derivational vs. compound morphological awareness, and …
Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners
We investigated the dimensionality and relations between L1 and L2 writing skills in narrative and informational genres, and higher order cognitive skills-inference, perspective taking, and comprehension monitoring-for Spanish-English dual language learners in primary grades. Dimensions of written composition and higher order cognitive skills were examined, comparing nine alternative models. Data from 317 dual language learners in Grades 1 and 2 …
Supporting Online Synchronous Collaborative Writing in the Secondary Classroom
Online synchronous collaborative writing ( SCW ) is ubiquitous among youths and has found its way into many secondary English language arts classrooms. Yet, to maximize the affordances of online SCW , teachers need a synthesis of contemporary, evidence‐based practices for how to support students during this form of writing. The purpose of this article is to highlight best practices for teachers and schools interested in leveraging their one‐to‐on…
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Supporting Online Synchronous Collaborative Writing in the Secondary Classroom
Online synchronous collaborative writing ( SCW ) is ubiquitous among youths and has found its way into many secondary English language arts classrooms. Yet, to maximize the affordances of online SCW , teachers need a synthesis of contemporary, evidence‐based practices for how to support students during this form of writing. The purpose of this article is to highlight best practices for teachers and schools interested in leveraging their one‐to‐on…
Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners
We investigated the dimensionality and relations between L1 and L2 writing skills in narrative and informational genres, and higher order cognitive skills-inference, perspective taking, and comprehension monitoring-for Spanish-English dual language learners in primary grades. Dimensions of written composition and higher order cognitive skills were examined, comparing nine alternative models. Data from 317 dual language learners in Grades 1 and 2 …
The Relations of Morphological Awareness with Language and Literacy Skills Vary Depending on Orthographic Depth and Nature of Morphological Awareness
We examined the relation of morphological awareness with language and literacy skills, namely phonological awareness, orthographic awareness, vocabulary, word reading, spelling, text reading fluency, and reading comprehension. We also examined potential moderators of the relations (grade level, orthographic depth of language, receptive vs. productive morphological awareness, inflectional vs. derivational vs. compound morphological awareness, and …
Reading and Writing Relations Are Not Uniform
We conducted a meta-analysis to investigate reading-writing relations. Beyond the overall relation, we systematically investigated moderation of the relation as a function of linguistic grain size (word reading and spelling versus reading comprehension and written composition), measurement of reading comprehension (e.g., multiple choice, open-ended, cloze), and written composition (e.g., writing quality, writing productivity, writing fluency, wri…
The relation between text reading and reading comprehension varies as a function of developmental phase, orthographic depth, and measurement characteristics
61, or .70 when correcting for measurement error) while text reading efficiency had a stronger relation (.65) than text reading accuracy (.59) or text reading rate (.54). Furthermore, the correlation differed by grade level and orthographic depth: .73 in primary grades, .69 in upper elementary grades, .59 in middle school, .54 in high school, and .44 for adults in deep orthographies, compared to .69 in primary grades, .52 in upper elementary grad…
Psychology (5 works) · Linguistics (4 works) · Mathematics education (4 works) · Reading and Literacy Development (4 works) · Cognitive psychology (3 works) · Comprehension (3 works) · Computer Science (3 works) · Reading (process) (3 works) · Reading comprehension (3 works) · Writing and Handwriting Education (3 works)