Expanding the Direct and Indirect Effects Model of Writing (DIEW) : Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition

Journal article

Kim, Young-Suk Grace and Graham, Steve. (2022). Expanding the Direct and Indirect Effects Model of Writing (DIEW) : Reading–writing relations, and dynamic relations as a function of measurement/dimensions of written composition. Journal of Educational Psychology. 114(2), pp. 215-238. https://doi.org/10.1037/edu0000564
AuthorsKim, Young-Suk Grace and Graham, Steve
Abstract

Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether higher-order cognitive skills (i.e., inference, perspective taking, and monitoring) are differentially related to three dimensions of written composition—writing quality, writing productivity, and correctness in writing; (b) whether reading comprehension is differentially related to the three dimensions of written composition after accounting for oral language, cognition, and transcription skills, and whether reading comprehension mediates the relations of discourse oral language and lexical literacy to the three dimensions of written composition; and (c) whether total effects of oral language, cognition, transcription, and reading comprehension vary for the three dimensions of written composition. Structural equation model results from 350 English-speaking second graders showed that higher-order cognitive skills were differentially related to the three dimensions of written composition. Reading comprehension was related only to writing quality, but not to writing productivity or correctness in writing, and reading comprehension differentially mediated the relations of discourse oral language and lexical literacy to writing quality. Total effects of language, cognition, transcription, and reading comprehension varied largely for the three dimensions of written composition. These results support the dynamic relation hypothesis, role of reading in writing, and the importance of accounting for dimensions of written composition in a theoretical model of writing. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

KeywordsDirect and Indirect Effects Model of Writing (DIEW); higher-order cognitions; mediation; reading; writing
Year2022
JournalJournal of Educational Psychology
Journal citation114 (2), pp. 215-238
PublisherAmerican Psychological Association
ISSN0022-0663
Digital Object Identifier (DOI)https://doi.org/10.1037/edu0000564
PubMed ID35692963
Scopus EID2-s2.0-85115639473
PubMed Central IDPMC9183195
Open accessPublished as green open access
Page range215-238
FunderInstitute of Education Sciences (IES)
U.S. Department of Education
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), National Institutes of Health
Author's accepted manuscript
License
All rights reserved
File Access Level
Open
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online11 Oct 2021
Publication process dates
Accepted12 Apr 2021
Deposited19 Jun 2023
Grant IDR305A130131
R305A180055
P50HD052120
R305C190007
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