| Title |
How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades
|
|---|---|
| Published in |
Reading and Writing, July 2016
|
| DOI | 10.1007/s11145-016-9670-8 |
| Pubmed ID | |
| Authors |
Elise Drijbooms, Margriet A. Groen, Ludo Verhoeven |
| Abstract |
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results from path analyses revealed that later syntactic complexity of narrative writing was, in addition to initial syntactic complexity, predicted by oral grammar, inhibition, and planning. These results are discussed in light of the changes that characterize writing development in the upper elementary grades. More specifically, this study emphasizes the relevance of syntactic complexity as a developmental marker as well as the importance of executive functions for later writing development. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 2 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 94 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 94 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 15 | 16% |
| Student > Doctoral Student | 12 | 13% |
| Student > Master | 10 | 11% |
| Lecturer | 7 | 7% |
| Student > Bachelor | 6 | 6% |
| Other | 19 | 20% |
| Unknown | 25 | 27% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 20 | 21% |
| Social Sciences | 12 | 13% |
| Linguistics | 12 | 13% |
| Nursing and Health Professions | 5 | 5% |
| Neuroscience | 5 | 5% |
| Other | 12 | 13% |
| Unknown | 28 | 30% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 14 February 2017.
All research outputs
#14,218,560
of 23,911,072 outputs
Outputs from Reading and Writing
#397
of 797 outputs
Outputs of similar age
#193,024
of 357,009 outputs
Outputs of similar age from Reading and Writing
#12
of 25 outputs
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