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How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades. / Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo.
In: Reading and Writing, Vol. 30, No. 1, 01.2017, p. 209-231.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Drijbooms, E, Groen, MA & Verhoeven, L 2017, 'How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades', Reading and Writing, vol. 30, no. 1, pp. 209-231. https://doi.org/10.1007/s11145-016-9670-8

APA

Drijbooms, E., Groen, M. A., & Verhoeven, L. (2017). How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades. Reading and Writing, 30(1), 209-231. https://doi.org/10.1007/s11145-016-9670-8

Vancouver

Drijbooms E, Groen MA, Verhoeven L. How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades. Reading and Writing. 2017 Jan;30(1):209-231. Epub 2016 Jul 1. doi: 10.1007/s11145-016-9670-8

Author

Drijbooms, Elise ; Groen, Margriet A. ; Verhoeven, Ludo. / How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades. In: Reading and Writing. 2017 ; Vol. 30, No. 1. pp. 209-231.

Bibtex

@article{e99b093910c24d6b836763f082a9d593,
title = "How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades",
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.",
keywords = "Executive functions, Narratives, Longitudinal study, Syntactic complexity, Writing development",
author = "Elise Drijbooms and Groen, {Margriet A.} and Ludo Verhoeven",
year = "2017",
month = jan,
doi = "10.1007/s11145-016-9670-8",
language = "English",
volume = "30",
pages = "209--231",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "1",

}

RIS

TY - JOUR

T1 - How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades

AU - Drijbooms, Elise

AU - Groen, Margriet A.

AU - Verhoeven, Ludo

PY - 2017/1

Y1 - 2017/1

N2 - 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.

AB - 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.

KW - Executive functions

KW - Narratives

KW - Longitudinal study

KW - Syntactic complexity

KW - Writing development

U2 - 10.1007/s11145-016-9670-8

DO - 10.1007/s11145-016-9670-8

M3 - Journal article

VL - 30

SP - 209

EP - 231

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 1

ER -