Sophie A. Booton, Prerna Menon, Maria Kyriacou, Victoria A. Murphy
{"title":"探索写作成绩差距:剖析英语为额外语言儿童的写作挑战和预测因素","authors":"Sophie A. Booton, Prerna Menon, Maria Kyriacou, Victoria A. Murphy","doi":"10.1007/s11145-024-10540-9","DOIUrl":null,"url":null,"abstract":"<p>While there is some evidence of a gap in English writing achievement between children with English as an additional language (EAL) compared to their monolingual English-speaking (EL1) peers, the source of this gap remains unclear. This study examines whether writing presents a specific challenge for children with EAL beyond their oral language and reading skills, and whether the factors affecting writing skills differ between EAL and EL1 groups. In a longitudinal design, 100 children aged 9 to 10 years completed a fiction writing task and single-word spelling task twice over a school year. They also completed a non-fiction writing task, and measures of nonverbal intelligence, receptive vocabulary, expressive and receptive oral language, decoding, and reading comprehension. Children with EAL demonstrated lower general writing performance than monolinguals, commensurate with their other language and reading skills, but a relative strength in single-word spelling. Predictors were similar for children with EAL and monolinguals, with decoding skill predicting spelling and writing, and expressive oral language predicting writing. Effects of genre and specific writing sub-skills are also discussed, as well as implications for closing the writing attainment gap.</p>","PeriodicalId":48204,"journal":{"name":"Reading and Writing","volume":"301 1","pages":""},"PeriodicalIF":2.0000,"publicationDate":"2024-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language\",\"authors\":\"Sophie A. Booton, Prerna Menon, Maria Kyriacou, Victoria A. Murphy\",\"doi\":\"10.1007/s11145-024-10540-9\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>While there is some evidence of a gap in English writing achievement between children with English as an additional language (EAL) compared to their monolingual English-speaking (EL1) peers, the source of this gap remains unclear. This study examines whether writing presents a specific challenge for children with EAL beyond their oral language and reading skills, and whether the factors affecting writing skills differ between EAL and EL1 groups. In a longitudinal design, 100 children aged 9 to 10 years completed a fiction writing task and single-word spelling task twice over a school year. They also completed a non-fiction writing task, and measures of nonverbal intelligence, receptive vocabulary, expressive and receptive oral language, decoding, and reading comprehension. Children with EAL demonstrated lower general writing performance than monolinguals, commensurate with their other language and reading skills, but a relative strength in single-word spelling. Predictors were similar for children with EAL and monolinguals, with decoding skill predicting spelling and writing, and expressive oral language predicting writing. Effects of genre and specific writing sub-skills are also discussed, as well as implications for closing the writing attainment gap.</p>\",\"PeriodicalId\":48204,\"journal\":{\"name\":\"Reading and Writing\",\"volume\":\"301 1\",\"pages\":\"\"},\"PeriodicalIF\":2.0000,\"publicationDate\":\"2024-04-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Reading and Writing\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11145-024-10540-9\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Reading and Writing","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11145-024-10540-9","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Exploring the writing attainment gap: profiling writing challenges and predictors for children with English as an additional language
While there is some evidence of a gap in English writing achievement between children with English as an additional language (EAL) compared to their monolingual English-speaking (EL1) peers, the source of this gap remains unclear. This study examines whether writing presents a specific challenge for children with EAL beyond their oral language and reading skills, and whether the factors affecting writing skills differ between EAL and EL1 groups. In a longitudinal design, 100 children aged 9 to 10 years completed a fiction writing task and single-word spelling task twice over a school year. They also completed a non-fiction writing task, and measures of nonverbal intelligence, receptive vocabulary, expressive and receptive oral language, decoding, and reading comprehension. Children with EAL demonstrated lower general writing performance than monolinguals, commensurate with their other language and reading skills, but a relative strength in single-word spelling. Predictors were similar for children with EAL and monolinguals, with decoding skill predicting spelling and writing, and expressive oral language predicting writing. Effects of genre and specific writing sub-skills are also discussed, as well as implications for closing the writing attainment gap.
期刊介绍:
Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.