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Sehlström P, Waldmann C, Levlin M. Self-efficacy for writing and written text quality of upper secondary students with and without reading difficulties. Front Psychol 2023; 14:1231817. [PMID: 37809318 PMCID: PMC10557487 DOI: 10.3389/fpsyg.2023.1231817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 08/07/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Self-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality. Methods Participants were 100 upper secondary students (aged 17-18) with different reading profiles operationalized as typical reading and reading difficulties. Data consisted of screening for word recognition and reading comprehension, text quality results from argumentative L1- and L2-writing tasks, school information on study background in Swedish/English, and students' responses from an online survey about SEW. Results As to SEW results, an ANOVA revealed significant main effects for reading profile and study background in L1, but in L2 there was only a significant main effect for reading profile. Written text quality results indicated that there was a significant interaction effect between reading profile and study background in L1, indicating that the significant main effect for reading profile on written text quality was influenced by the group of students with reading difficulties and SB1year. There was a significant main effect for reading profile and study background on written text quality in L2. Students with reading difficulties and SB1year were the most vulnerable group, and they had the lowest scores in L1/L2 SEW and written text quality in L1 and L2. Multiple regression results indicated that word recognition and SEW contributed significantly to L1-text quality, and word recognition, reading comprehension, and SEW contributed significantly to L2-text quality. Thus, this study sheds light on the under-researched area of L1/L2 SEW and text quality of students with reading difficulties at the level of upper secondary school. Discussion Pedagogical implications are discussed and highlight the need for writing instruction across subjects in upper secondary school and for extra writing support/scaffolding for students with reading difficulties and shorter study background in the language subjects L1 (Swedish) and L2 (English).
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Affiliation(s)
- Pär Sehlström
- Department of Language Studies, Umeå University, Umeå, Sweden
| | | | - Maria Levlin
- Department of Language Studies, Umeå University, Umeå, Sweden
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Gärdenfors M, Johansson V. Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background. Front Psychol 2023; 14:1112263. [PMID: 37228344 PMCID: PMC10203585 DOI: 10.3389/fpsyg.2023.1112263] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 04/07/2023] [Indexed: 05/27/2023] Open
Abstract
The small body of research on writing and writing processes in the group of deaf and hard of hearing (DHH) children has shown that this group struggles more with writing than their hearing peers. This article aims to explore in what ways the DHH group differs from their peers regarding the written product and the writing processes. Participants are all in the age span 10-12 years old and include: (a) 12 DHH children with knowledge of Swedish sign language (Svenskt teckenspråk, STS) as well as spoken Swedish, (b) 10 age-matched hearing children of deaf adults (CODA) who know STS, (c) 14 age-matched hearing peers with no STS knowledge. More specifically we investigate how text length and lexical properties relate to writing processes such as planning (measured through pauses) and revision, and how the background factors of age, gender, hearing and knowledge of STS predict the outcome in product and process. The data consists of picture-elicited narratives collected with keystroke logging. The overall results show that age is a strong predictor for writing fluency, longer texts and more sophisticated lexicon for all the children. This confirms theories on writing development which stress that when children have automatized basic low-level processes such as transcription and spelling, this will free up cognitive space for engaging in high-level processes, such as planning and revision-which in turn will result in more mature texts. What characterizes the DHH group is slower writing fluency, higher lexical density, due to omitted function words, and extensive revisions (both deletions and insertions) on word level and below. One explanation for the last finding is that limitations in the auditory input lead to more uncertainty regarding correct and appropriate lexical choices, as well as spelling. The article contributes with more specific knowledge on what is challenging during writing for DHH children with knowledge of STS and spoken Swedish in middle school, in the developmental stage when basic writing skills are established.
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Affiliation(s)
- Moa Gärdenfors
- Department of Linguistics, Faculty of Humanities, Stockholm University, Stockholm, Sweden
| | - Victoria Johansson
- Department of Primary Teacher Education, Faculty of Education, Kristianstad University, Kristianstad, Sweden
- Centre for Languages and Literature, Joint Faculties of Humanities and Theology, Lund University, Lund, Sweden
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Delgado P, Melo F, de Vries L, Hartingsveldt M, Matias AR. Translation, Cross-Cultural Adaptation, and Psychometric Properties of Writing Readiness Inventory Tool in Context (WRITIC). CHILDREN 2023; 10:children10030559. [PMID: 36980119 PMCID: PMC10047591 DOI: 10.3390/children10030559] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Revised: 03/07/2023] [Accepted: 03/14/2023] [Indexed: 03/18/2023]
Abstract
This article describes the translation and cultural adaptation process of the WRITIC (Writing Readiness Inventory Tool in Context) into European Portuguese. We examined the content and convergent validity, test-retest, and interrater reliability on the norm-referenced subdomain of the Portuguese (PT) WRITIC Task Performance (TP). To establish content validity, we consulted six experts in handwriting. Internal consistency was found with 70 children, test-retest reliability with 65, inter-rater reliability with 69, and convergent validity with 87. All participants were typically developing kindergarten children. Convergent validity was examined with the Beery–Buktenica Developmental Test of Visual-Motor Integration (Beery™VMI-6) and the Nine Hole Peg-Test (9-HPT). On content validity, we found an agreement of 93%, a good internal consistency with Cronbach’s alpha of 0.72, and an excellent test-retest and inter-rater reliability with ICCs of 0.88 and 0.93. Correlations with Beery™VMI-6 and 9-HPT were moderate (r from 0.39 to 0.65). Translation and cross-cultural adaptation of WRITIC into European Portuguese was successful. WRITIC-PT-TP is stable over time and between raters; it has excellent internal consistency and moderate correlations with Beery™VMI-6 and 9-HPT. This analysis of the European Portuguese version of WRITIC gives us the confidence to start the implementation process of WRITIC-PT in Portugal.
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Affiliation(s)
- Paulo Delgado
- Comprehensive Health Research Centre (CHRC), Department of Sport and Health, School of Health and Human Development, University of Évora, 7004-516 Évora, Portugal;
| | - Filipe Melo
- Comprehensive Health Research Centre (CHRC), Faculty of Human Kinetics, University of Lisbon, 1649-004 Lisbon, Portugal;
| | - Liesbeth de Vries
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, 1000 CC Amsterdam, The Netherlands;
- Occupational Therapy Programme, Hanze University of Applied Sciences, 9714 CA Groningen, The Netherlands
| | - Margo Hartingsveldt
- Occupational Therapy Programme, Hanze University of Applied Sciences, 9714 CA Groningen, The Netherlands
- Correspondence: (M.H.); (A.R.M.)
| | - Ana Rita Matias
- Comprehensive Health Research Centre (CHRC), Department of Sport and Health, School of Health and Human Development, University of Évora, 7004-516 Évora, Portugal;
- Correspondence: (M.H.); (A.R.M.)
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Vieira AI, Magalhães S, Limpo T. Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2022; 93:482-499. [PMID: 36471660 DOI: 10.1111/bjep.12570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 11/25/2022] [Accepted: 11/26/2022] [Indexed: 12/12/2022]
Abstract
BACKGROUND It has been suggested that children's writing is dependent on transcription and executive functions. However, there is a need for more research examining the relationships among those variables in primary school children, given that most existing studies are cross-sectional and assess transcription and executive functions separately, and there are scarce and mixed longitudinal findings. AIMS This study used a cross-lagged panel model to explore the relationships among transcription skills, executive functions and text quality from Grade 2 to Grade 3. SAMPLE The sample included 353 Portuguese children (195 boys, 155 girls) in Grade 2, who were reassessed in Grade 3. METHODS Children were assessed on transcription, executive functions and writing tasks at two time points. RESULTS Transcription skills and executive functions in Grade 2 positively predicted the same variables in Grade 3. At Grade 2, transcription skills were associated with executive functions and text quality. At Grade 3, we only found an association between executive functions and text quality. Finally, text quality in Grade 2 predicted transcription skills in Grade 3, but both transcription and executive functions in Grade 2 did not predict text quality in Grade 3. CONCLUSIONS Transcription skills and executive functions seem to be stable over time, but previous performance on these skills does not seem to predict later text quality. Overall, these findings do put into question the direction of the typically assumed relationships, especially between transcription and text quality. Findings also provide information that can guide the development of instructional programmes in primary school.
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Affiliation(s)
- Ana Isabel Vieira
- Faculty of Psychology and Education Sciences University of Porto Porto Portugal
| | - Sofia Magalhães
- Faculty of Psychology and Education Sciences University of Porto Porto Portugal
| | - Teresa Limpo
- Faculty of Psychology and Education Sciences University of Porto Porto Portugal
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Truckenmiller AJ, Cho E, Troia GA. Expanding assessment to instructionally relevant writing components in middle school. J Sch Psychol 2022; 94:28-48. [DOI: 10.1016/j.jsp.2022.07.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2020] [Revised: 02/15/2022] [Accepted: 07/11/2022] [Indexed: 11/25/2022]
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Modeling the influence of motor skills on literacy in third grade: Contributions of executive functions and handwriting. PLoS One 2021; 16:e0259016. [PMID: 34843490 PMCID: PMC8629244 DOI: 10.1371/journal.pone.0259016] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Accepted: 10/11/2021] [Indexed: 11/19/2022] Open
Abstract
Several nonlanguage factors influence literacy development, and motor skills are among those most studied. Despite the publication of several studies that have supported the existence of this relationship, the type of influence and underlying mechanisms have been little explored. Herein, we propose modeling the relationship between motor skills and literacy through structural equation modeling, testing the contribution of executive functions and handwriting skills as the possible mediators of this relationship. In a study of 278 third-grade children, we used a wide range of measures related to written language (reading, spelling, reading comprehension, and written production), fine motor skills (dominant hand, nondominant hand, and bimanual dexterity), executive functions (verbal and visuospatial working memory, inhibition, and shifting), and handwriting. Structural equation modeling of the relationship between these different variables indicated that in the third grade, the influence of fine motor skills on literacy is fully mediated by both executive functions and handwriting skills. These motor skills effects are observed for both low levels of processing (reading, spelling) and high levels of processing (reading comprehension, written production). The results are discussed in terms of the potential mechanisms underlying different literacy skills and their implications for pedagogical programs.
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Balancing Text Generative and Text Transcriptive Demands: Written Content and Handwriting Legibility and Speed of Children and Youth with Autism Spectrum Disorder. J Autism Dev Disord 2021; 52:4540-4553. [PMID: 34714425 DOI: 10.1007/s10803-021-05325-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/01/2021] [Indexed: 10/20/2022]
Abstract
The aim of this study was to assess text generation and text transcription of children and youth with Autism Spectrum Disorder (ASD, n = 67) and Typically Developing (TD) peers (n = 67). Participants (80.6% male, ages 9-14) produced a free-style handwriting task analysed for written content and handwriting legibility and speed. Findings showed children and youth with ASD perform significantly poorer than TD peers for written content and handwriting legibility and speed. For children and youth with ASD, poor handwriting legibility predicted poor written content. For TD peers, fast handwriting predicted good written content. Collapsing both groups, ASD group membership negatively predicted written content, after controlling for handwriting legibility and speed. Practical implementations for the educational context are provided.
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Child AE, Warren EA, Grosshans DR, Paulino AC, Okcu MF, Ris MD, Mahajan A, Orobio J, Cirino PT, Minard CG, Viana AG, Bick J, Woods SP, Chintagumpala M, Kahalley LS. Long-term cognitive and academic outcomes among pediatric brain tumor survivors treated with proton versus photon radiotherapy. Pediatr Blood Cancer 2021; 68:e29125. [PMID: 34114294 PMCID: PMC8316321 DOI: 10.1002/pbc.29125] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/08/2021] [Revised: 04/22/2021] [Accepted: 05/07/2021] [Indexed: 11/07/2022]
Abstract
BACKGROUND Proton radiotherapy (PRT) may be associated with less neurocognitive risk than photon RT (XRT) for pediatric brain tumor survivors. We compared neurocognitive and academic outcomes in long-term survivors treated with XRT versus PRT. METHODS Survivors underwent neurocognitive evaluation >1 year after craniospinal (CSI) or focal PRT or XRT. Groups were compared using separate one-way analyses of covariance for the CSI and focal groups. RESULTS PRT (n = 58) and XRT (n = 30) subgroups were similar on gender (66% male), age at RT (median = 6.5 years), age at follow-up (median = 14.6 years), and government assistance status (32%). PRT and XRT focal groups differed on follow-up interval, shunt history, and total RT dose (all p < .05), whereas PRT and XRT CSI groups differed on follow-up interval, baseline neurocognitive performance score, boost volume, and CSI dose (all p < .05). The PRT focal group outperformed the XRT focal group on inhibition/switching (p = .04). The PRT CSI group outperformed the XRT CSI group on inattention/impulsivity (both p < .05). Several clinical variables (i.e., RT dose, boost field, baseline performance) predicted neurocognitive outcomes (all p < .05). The PRT focal group performed comparably to population means on most neurocognitive measures, while both CSI groups performed below expectation on multiple measures. The XRT CSI group was most impaired. All groups fell below expectation on processing speed, fine motor, and academic fluency (most p < .01). CONCLUSIONS Findings suggest generally favorable neurocognitive and academic long-term outcomes following focal PRT. Impairment was greatest following CSI regardless of modality. Dosimetry and baseline characteristics are important determinants of outcome alone or in combination with modality.
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Affiliation(s)
- Amanda E. Child
- Department of Neuropsychology, Kennedy Krieger Institute, Johns Hopkins School of Medicine, Baltimore MD
| | - Emily A. Warren
- Department of Pediatrics, Section of Psychology, Baylor College of Medicine, Houston TX
| | - David R. Grosshans
- Division of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston TX
| | - Arnold C. Paulino
- Division of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Houston TX
| | - M. Fatih Okcu
- Department of Pediatrics, Section of Hematology Oncology, Baylor College of Medicine, Houston TX
| | - M. Douglas Ris
- Department of Pediatrics, Section of Psychology, Baylor College of Medicine, Houston TX
| | - Anita Mahajan
- Department of Radiation Oncology, The Mayo Clinic, Rochester MN
| | - Jessica Orobio
- Department of Psychiatry, University of Texas Southwestern Medical Center, Dallas TX
| | | | - Charles G. Minard
- Institute for Clinical and Translational Research, Baylor College of Medicine, Houston TX
| | | | | | | | - Murali Chintagumpala
- Department of Pediatrics, Section of Hematology Oncology, Baylor College of Medicine, Houston TX
| | - Lisa S. Kahalley
- Department of Pediatrics, Section of Psychology, Baylor College of Medicine, Houston TX
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Ahmed Y, Kent S, Cirino PT, Keller-Margulis M. The Not-So-Simple View of Writing in Struggling Readers/Writers. READING & WRITING QUARTERLY : OVERCOMING LEARNING DIFFICULTIES 2021; 38:272-296. [PMID: 35783450 PMCID: PMC9246105 DOI: 10.1080/10573569.2021.1948374] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Research suggests that executive function, motivation, transcription, and composition processes are implicated in the writing quality and productivity of children with and without learning difficulties. However, numerous components embedded within these constructs create both conceptual and empirical challenges to the study of written expression. These challenges are reflected in the writing research by way of poor delineation of constructs and insufficient distinction among domain general resources (e.g. working memory) versus processes related to the academic domain of writing (e.g. pre-planning), as well as among lower- (e.g. handwriting) and higher-order (e.g. editing) writing-specific processes. The current study utilizes the Not-so-Simple View of Writing (NSVW) as an organizing framework for examining the relations among multiple components, correlates, and attributes of writing in a sample of struggling readers/writers (n = 402) in grades 3-5. Data were collected on measures of (a) handwriting, spelling, planning, revision, and editing, derived from the Test of Oral Written Language (TOWL-4), (b) executive function derived from the NIH Examiner, and (c) motivation/self-efficacy derived from the Student Contextual Learning Scale. Structural equation modeling was utilized to test direct and indirect relations in the NSVW model. Results showed generally moderate correlations among observed/latent variables and found support for relations among writing-specific processes. Domain-general resources (executive function and motivation/self-efficacy) were related to spelling directly and indirectly to writing. Domain-specific processes (handwriting, spelling, planning, editing, and revision) were related to writing. The results have implications for explicit instruction of writing processes and for future research on empirical models.
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Affiliation(s)
- Yusra Ahmed
- Texas Institute for Measurement, Evaluation and Statistics, University of Houston, Houston, TX, USA
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Shawn Kent
- College of Education, University of Houston, Houston, TX, USA
| | - Paul T. Cirino
- Texas Institute for Measurement, Evaluation and Statistics, University of Houston, Houston, TX, USA
- Department of Psychology, University of Houston, Houston, TX, USA
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Carvalhais L, Limpo T, Pereira LÁ. The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Front Psychol 2021; 12:668139. [PMID: 34413810 PMCID: PMC8368977 DOI: 10.3389/fpsyg.2021.668139] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 06/22/2021] [Indexed: 11/19/2022] Open
Abstract
Writing is a foundational skill throughout school grades. This study analyzed the development of different levels of written language (word, sentence, and discourse) and explored the relationship between these levels and writing performance. About 95 Portuguese students from two cohorts-Grades 4-7 (n = 47) 6-9 (n = 48)-were asked to produce a descriptive text two times, with a 3-year interval. The produced texts were used to assess spelling, syntactic correctness and complexity, and descriptive discourse as well as text length and quality. The main results showed that there were improvements from Grades 4 to 7 and 6 to 9 in word- and sentence-level skills, along with increases in some dimensions of the descriptive discourse. Moreover, the older cohort performed better than the younger cohort in terms of spelling, syntactic complexity, and text quality, but not in terms of syntactic correctness, one dimension of the descriptive discourse, and text length. Regression analyses showed that writing performance was predicted by word and sentence levels in the younger cohort only, and by discourse-level variables in both cohorts. Overall, despite indicating a generalized growth in writing skills throughout schooling, this study also highlighted the areas that may need additional attention from teachers, mainly in terms of the descriptive features.
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Affiliation(s)
- Lénia Carvalhais
- Portucalense Institute for Human Development (INPP), Department of Psychology and Education, Universidade Portucalense, Porto, Portugal
| | - Teresa Limpo
- Faculty of Psychology and Education Sciences, University of Porto, Porto, Portugal
| | - Luísa Álvares Pereira
- Department of Education and Psychology, University of Aveiro, Aveiro, Portugal
- Centro de Linguística da Universidade Nova de Lisboa, Universidade Nova de Lisboa, Lisboa, Portugal
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Arias-Gundín O, Real S, Rijlaarsdam G, López P. Validation of the Writing Strategies Questionnaire in the Context of Primary Education: A Multidimensional Measurement Model. Front Psychol 2021; 12:700770. [PMID: 34290654 PMCID: PMC8287024 DOI: 10.3389/fpsyg.2021.700770] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Accepted: 05/17/2021] [Indexed: 11/18/2022] Open
Abstract
Research has shown that writers seem to follow different writing strategies to juggle the high cognitive demands of writing. The use of writing strategies seems to be an important cognitive writing-related variable which has an influence on students' writing behavior during writing and, therefore, on the quality of their compositions. Several studies have tried to assess students' writing preferences toward the use of different writing strategies in University or high-school students, while research in primary education is practically non-existent. The present study, therefore, focused on the validation of the Spanish Writing Strategies Questionnaire (WSQ-SP), aimed to measure upper-primary students' preference for the use of different writing strategies, through a multidimensional model. The sample comprised 651 Spanish upper-primary students. Questionnaire data was explored by means of exploratory (EFA) and confirmatory (CFA) factor analysis. Through exploratory factor analysis four factors were identified, labeled thinking, planning, revising, and monitoring, which represent different writing strategies. The confirmatory factor analysis confirmed the adequacy of the four-factor model, with a sustainable model composed of the four factors originally identified. Based on the analysis, the final questionnaire was composed of 16 items. According to the results, the Spanish version of the Writing Strategies Questionnaire (WSQ-SP) for upper-primary students has been shown to be a valid and reliable instrument, which can be easily applied in the educational context to explore upper-primary students' writing strategies.
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Affiliation(s)
- Olga Arias-Gundín
- Department of Psychology, Sociology and Philosophy, University of Leon, Leon, Spain
| | - Sara Real
- Ponferrada Associated Centre, National University of Distance Education (UNED), Leon, Spain
| | - Gert Rijlaarsdam
- Research Institute for Child Development and Education, University of Amsterdam, Amsterdam, Netherlands
| | - Paula López
- Department of Psychology, Sociology and Philosophy, University of Leon, Leon, Spain
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Ren B. The use of machine translation algorithm based on residual and LSTM neural network in translation teaching. PLoS One 2020; 15:e0240663. [PMID: 33211704 PMCID: PMC7676682 DOI: 10.1371/journal.pone.0240663] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 10/01/2020] [Indexed: 11/23/2022] Open
Abstract
With the rapid development of big data and deep learning, breakthroughs have been made in phonetic and textual research, the two fundamental attributes of language. Language is an essential medium of information exchange in teaching activity. The aim is to promote the transformation of the training mode and content of translation major and the application of the translation service industry in various fields. Based on previous research, the SCN-LSTM (Skip Convolutional Network and Long Short Term Memory) translation model of deep learning neural network is constructed by learning and training the real dataset and the public PTB (Penn Treebank Dataset). The feasibility of the model's performance, translation quality, and adaptability in practical teaching is analyzed to provide a theoretical basis for the research and application of the SCN-LSTM translation model in English teaching. The results show that the capability of the neural network for translation teaching is nearly one times higher than that of the traditional N-tuple translation model, and the fusion model performs much better than the single model, translation quality, and teaching effect. To be specific, the accuracy of the SCN-LSTM translation model based on deep learning neural network is 95.21%, the degree of translation confusion is reduced by 39.21% compared with that of the LSTM (Long Short Term Memory) model, and the adaptability is 0.4 times that of the N-tuple model. With the highest level of satisfaction in practical teaching evaluation, the SCN-LSTM translation model has achieved a favorable effect on the translation teaching of the English major. In summary, the performance and quality of the translation model are improved significantly by learning the language characteristics in translations by teachers and students, providing ideas for applying machine translation in professional translation teaching.
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Affiliation(s)
- Beibei Ren
- College of Translation Studies, Xi’an Fanyi University, Xi’an, China
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The development of handwriting speed and its relationship with graphic speed and spelling. COGNITIVE DEVELOPMENT 2020. [DOI: 10.1016/j.cogdev.2020.100965] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Ding Y, Li L, Wu X. The Reciprocal Relationship Between Handwriting Fluency and Spelling Accuracy in Chinese: A Longitudinal Study. Front Psychol 2020; 11:620. [PMID: 32351422 PMCID: PMC7174682 DOI: 10.3389/fpsyg.2020.00620] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2019] [Accepted: 03/16/2020] [Indexed: 11/13/2022] Open
Abstract
Mastering transcription skills is an important goal in the development of children's written language abilities, and handwriting fluency and spelling accuracy are crucial indicators of transcription ability. The current study was a two-year longitudinal study to investigate the reciprocal relationship of handwriting fluency and spelling accuracy. Participants included 123 students living in mainland China, who were tracked from third to fifth grade, and were administered a comprehensive battery of tests including assessments for non-verbal intelligence, phonological awareness, rapid automatized naming, and copying and dictation of Chinese characters. The results showed that: (1) previous handwriting fluency predicted subsequent spelling accuracy; and (2) previous spelling accuracy predicted subsequent handwriting fluency. These findings indicated there is a bidirectional relationship between handwriting fluency and spelling accuracy in Chinese. This implies spelling accuracy should not be unilaterally emphasized when teaching children new vocabulary, but attention should also be given to the cultivation of handwriting fluency in daily pedagogical practice.
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Affiliation(s)
- Yuan Ding
- School of Education Science, Collaborative Innovation Center for Fundamental Education Quality Enhancement of Shanxi Province, Experimental Teaching Center of Psychology and Cognitive Behavior, Shanxi Normal University, Linfen, China
| | - Liping Li
- School of Education Science, Collaborative Innovation Center for Fundamental Education Quality Enhancement of Shanxi Province, Experimental Teaching Center of Psychology and Cognitive Behavior, Shanxi Normal University, Linfen, China
| | - Xinchun Wu
- Research Center of Children's Reading and Learning, Beijing Key Laboratory of Applied Experimental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
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Limpo T, Vigário V, Rocha R, Graham S. Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2020. [DOI: 10.1016/j.cedpsych.2020.101856] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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Magalhães S, Mesquita A, Filipe M, Veloso A, Castro SL, Limpo T. Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task. Front Psychol 2020; 11:547. [PMID: 32292373 PMCID: PMC7120319 DOI: 10.3389/fpsyg.2020.00547] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2019] [Accepted: 03/09/2020] [Indexed: 11/13/2022] Open
Abstract
There is consensus among researchers that misspellings are something to avoid. However, misspellings also convey relevant information for researchers and educators. The present study is a first effort toward the analysis of misspellings produced by Portuguese children. Specifically, we aimed to examine the association between misspellings in dictation and composing tasks; compare misspellings across grade, type, and task; and test the contribution of different misspellings produced in dictation and in composition to text quality. For that, 933 Portuguese pupils in Grade 2 (n = 297), Grade 4 (n = 302), and Grade 6 (n = 334) performed a spelling-to-dictation task and wrote an opinion essay. Misspellings were categorized into phonetically inaccurate, phonetically accurate, and stress mark errors. Results showed correlations between the same type of misspellings across tasks for phonetically inaccurate errors in Grades 2 and 4, and phonetically accurate errors in Grade 2. Moreover, pupils produced more misspellings in dictation than composing tasks, and there was a progressive decrease in phonetically inaccurate and phonetically accurate misspellings across schooling, though stress mark errors were more frequent in Grade 4 than in other grades. Finally, spelling errors predicted text quality, particularly in younger children. Overall, these findings are aligned with extant results on spelling development and support current voices claiming for fine-grained analyses of misspellings. As they may vary across grade and task, and impact text quality differently, a detailed approach to spelling errors can provide valuable information on the development of this skill.
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Affiliation(s)
| | | | | | | | | | - Teresa Limpo
- Faculty of Psychology and Educational Sciences, University of Porto, Porto, Portugal
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Hajovsky DB, Villeneuve EF, Mason BA, De Jong DA. A Quantile Regression Analysis of Cognitive Ability and Spelling Predictors of Written Expression: Evidence of Gender, Age, and Skill Level Moderation. SCHOOL PSYCHOLOGY REVIEW 2019. [DOI: 10.17105/spr-2017-0110.v47-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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18
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Drijbooms E, Groen MA, Alamargot D, Verhoeven L. Online management of text production from pictures: a comparison between fifth graders and undergraduate students. PSYCHOLOGICAL RESEARCH 2019; 84:2311-2324. [PMID: 31227895 DOI: 10.1007/s00426-019-01199-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2017] [Accepted: 05/13/2019] [Indexed: 11/25/2022]
Abstract
This study was designed to enhance our understanding of the online management of writing processes by two groups of writers with a different level of expertise, and to explore the impact of this online management on text quality. To this aim, fifth graders (mean age 10.5 years) and undergraduate students (mean age 22.6 years) were asked to compose a narrative from a visual source of images, while their handwriting activity and eye movements were recorded by means of Eye & Pen software and a digitizing tablet. Results showed that fifth graders and undergraduate students used different strategies to engage in high-level source-based text elaboration processes throughout their writing. The main differences concerned the density of source consultation during prewriting, on the one hand, and during pauses, on the other hand. Relationships between these characteristics of online management and text quality were minimal in fifth graders, while in undergraduate students they were more substantial as in the case of syntactic complexity. These findings suggest that with age, the online management of writing becomes more closely related to text quality. In line with a capacity view of writing, it is also concluded that the online management of writing processes of fifth graders is highly constrained by a lack of fluent text production skills which ultimately affects their text quality.
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Affiliation(s)
- Elise Drijbooms
- Universiteit Antwerpen, Prinsstraat 13, 2000, Antwerpen, Belgium.
- Behavioural Science Institute, Radboud Universiteit Nijmegen, Nijmegen, The Netherlands.
| | - Margriet A Groen
- Department of Psychology, Lancaster University, Bailrigg, Lancaster, LA1 4YF, UK
| | - Denis Alamargot
- Laboratoire CHArt (Cognitions Humaine & Artificielle) EA 4004 - ESPE de l'Académie de Créteil -Université Paris-Est Créteil (UPEC), Paris, France
| | - Ludo Verhoeven
- Behavioural Science Institute, Radboud Universiteit Nijmegen, Nijmegen, The Netherlands
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Williams GJ, Larkin RF, Coyne-Umfreville E, Herbert TC. The Effects of Planning and Handwriting Style on Quantity Measures in Secondary School Children’s Writing. Front Psychol 2019; 10:1143. [PMID: 31281275 PMCID: PMC6597955 DOI: 10.3389/fpsyg.2019.01143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2018] [Accepted: 04/30/2019] [Indexed: 11/26/2022] Open
Abstract
The study aimed to evaluate the proposer, translator, editor, and transcriber process model of writing in the context of secondary school children. Eighty-three children completed written texts under conditions that facilitated the proposer and placed resource demands on the transcriber. It was found that the number of words, lexical richness, and the number of sentences were affected by transcription resource demands, while the number of sentences was increased when the proposer was facilitated. There were also by-gender interactions that indicated male writers and female writers completed the tasks to different product levels. The discussion proposes that future developments of the model take into account a more direct interaction between the transcriber and translation level processes when considering this age group.
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Affiliation(s)
- Gareth J. Williams
- Department of Psychology, Nottingham Trent University, Nottingham, United Kingdom
- *Correspondence: Gareth J. Williams,
| | - Rebecca F. Larkin
- Department of Psychology, Nottingham Trent University, Nottingham, United Kingdom
| | | | - Toni C. Herbert
- Department of Psychology, Nottingham Trent University, Nottingham, United Kingdom
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