Dimensionality of Writing Skills in English and Spanish, and the Relations of Language and Cognitive Skills to Written Composition for English‐Spanish Emergent Bilingual Children in Grade 1
Bibliographic Data
| ID | 7166246 |
|---|---|
| Authors | Young‐suk Grace Kim (0000-0002-4328-3843, University of California at Irvine Irvine California USA, corresponding author) |
| Year | 2025 |
| Volume | 60 |
| Issue | 1 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.573 |
| OpenAlex | W4401405426 |
| Language | EN |
| Citations received | 1 |
| References cited | 54 |
We examined the relations of language skills (vocabulary, listening comprehension, and oral retell), transcription skills (spelling and handwriting fluency), and domain‐general cognitions/executive functions (working memory and attentional control) to writing quality for English‐Spanish emergent bilingual children in Grade 1. Data were from a convenience sample of 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, vocabulary, listening comprehension, oral retell, and spelling in English and Spanish; handwriting fluency and working memory in English; and attentional control rated by their teachers. Confirmatory factor analysis results showed that writing quality in English and Spanish in narrative and opinion genres was best described as a unidimensional skill. Structural equation model results showed that English oral language, English spelling, and Spanish spelling skills, but not Spanish oral language skill, were independently related to writing quality, after controlling for gender, English learner status, Hispanic status, and enrollment in dual immersion program. The relations of working memory and attentional control to writing quality were indirect, mediated by oral language and transcription skills. These results are discussed in light of theory and in the context of emergent bilingual children in primary grades
Bilingual education · Cognition · Cognitive skill · Composition (language) · Linguistics · Mathematics education · Neuroscience of multilingualism · Spelling · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
A Revised Writer(s)-Within-Community Model of Writing
Phonological short-term memory, working memory and foreign language performance in intensive language learning
Linguistic Interdependence and the Educational Development of Bilingual Children
Crosslinguistic transfer of higher order cognitive skills and their roles in writing for English-Spanish dual language learners
Expanding the Direct and Indirect Effects Model of Writing (Diew)
Changing teachers’ perceptions about the writing abilities of emerging bilingual students
Examining the Simultaneous Effects of L1 Writing, L2 Reading, L2 Proficiency, and Affective Factors on Different Task Types of L2 Writing
A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing
Explanatory Variables for EFL Students' Expository Writing
Structural relations of language and cognitive skills, and topic knowledge to written composition
Reading and Language Learning
First Language and Second Language Writing
| Citation velocity | historical |
|---|---|
| Highly cited | No |