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
Authors | Kim, Young-Suk Grace and Graham, Steve |
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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) |
Keywords | Direct and Indirect Effects Model of Writing (DIEW); higher-order cognitions; mediation; reading; writing |
Year | 2022 |
Journal | Journal of Educational Psychology |
Journal citation | 114 (2), pp. 215-238 |
Publisher | American Psychological Association |
ISSN | 0022-0663 |
Digital Object Identifier (DOI) | https://doi.org/10.1037/edu0000564 |
PubMed ID | 35692963 |
Scopus EID | 2-s2.0-85115639473 |
PubMed Central ID | PMC9183195 |
Open access | Published as green open access |
Page range | 215-238 |
Funder | Institute 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 status | Published |
Publication dates | |
Online | 11 Oct 2021 |
Publication process dates | |
Accepted | 12 Apr 2021 |
Deposited | 19 Jun 2023 |
Grant ID | R305A130131 |
R305A180055 | |
P50HD052120 | |
R305C190007 |
https://acuresearchbank.acu.edu.au/item/8z260/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
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Author's accepted manuscript
AM_Kim_2022_Expanding_the_Direct_and_Indirect_Effects.pdf | |
License: All rights reserved | |
File access level: Open |
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