| Title |
What can measures of text comprehension tell us about creative text production?
|
|---|---|
| Published in |
Reading and Writing, February 2015
|
| DOI | 10.1007/s11145-015-9551-6 |
| Pubmed ID | |
| Authors |
Lisanne T. Bos, Björn B. de Koning, Floryt van Wesel, A. Marije Boonstra, Menno van der Schoot |
| Abstract |
Evidence is accumulating that the level of text comprehension is dependent on the situatedness and sensory richness of a child's mental representation formed during reading. This study investigated whether these factors involved in text comprehension also serve a functional role in writing a narrative. Direct influences of situatedness and sensory richness as well as indirect influences via the number of sensory and situational words on the creativity (i.e., originality/novelty) of a written narrative were examined in 165 primary school children through path analyses. Results showed that sensory richness and situatedness explained 35 % of the variance in creativity scores. Sensory richness influenced the originality/novelty of children's narrative writing directly, whereas situatedness had an indirect influence, through the number of sensory words, but both pathways influenced the outcomes to a comparable extent. Findings suggest that creative writing requires similar representational processes as reading comprehension, which may contribute to the development of instructional methods to help children in creative writing assignments. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 46 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 46 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 8 | 17% |
| Lecturer | 7 | 15% |
| Student > Doctoral Student | 6 | 13% |
| Student > Bachelor | 3 | 7% |
| Student > Master | 2 | 4% |
| Other | 7 | 15% |
| Unknown | 13 | 28% |
| Readers by discipline | Count | As % |
|---|---|---|
| Linguistics | 10 | 22% |
| Social Sciences | 9 | 20% |
| Psychology | 8 | 17% |
| Agricultural and Biological Sciences | 2 | 4% |
| Arts and Humanities | 2 | 4% |
| Other | 4 | 9% |
| Unknown | 11 | 24% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. 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 December 2015.
All research outputs
#19,440,618
of 23,911,072 outputs
Outputs from Reading and Writing
#670
of 797 outputs
Outputs of similar age
#289,846
of 392,121 outputs
Outputs of similar age from Reading and Writing
#12
of 14 outputs
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