This study examined the relationships between transcription, high-level writing processes, and writing performance in Grades 7–8 (N = 196). Structural equation modeling was used to test the direct effects of handwriting fluency and spelling accuracy on planning and translating, and of these latter on writing performance, as well as the indirect effects of handwriting fluency and spelling accuracy on writing performance, via planning and translating. Results showed that the proposed model fitted the data extremely well, explaining 46% of the variability in writing performance. We found that higher handwriting fluency was associated with better planning skills, higher spelling accuracy was associated with better translating skills, and better planning and translating skills were associated with greater writing performance. We found indirect effects of handwriting fluency and spelling accuracy on writing performance, respectively, via planning and translating. These results suggest that transcription continues to impact on writing during teenage school years, by constraining high-level writing processes.
Limpo, TeresaAlves, Rui A.Connelly, Vincent
Faculty of Health and Life Sciences\Department of Psychology, Social Work and Public Health
Year of publication: 2016Date of RADAR deposit: 2016-11-22