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The contribution of executive functions to narrative writing in fourth grade children

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

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The contribution of executive functions to narrative writing in fourth grade children. / Drijbooms, Elise; Groen, Margriet A.; Verhoeven, Ludo.
In: Reading and Writing, Vol. 28, No. 7, 2015, p. 989-1011.

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

Harvard

Drijbooms, E, Groen, MA & Verhoeven, L 2015, 'The contribution of executive functions to narrative writing in fourth grade children', Reading and Writing, vol. 28, no. 7, pp. 989-1011. https://doi.org/10.1007/s11145-015-9558-z

APA

Drijbooms, E., Groen, M. A., & Verhoeven, L. (2015). The contribution of executive functions to narrative writing in fourth grade children. Reading and Writing, 28(7), 989-1011. https://doi.org/10.1007/s11145-015-9558-z

Vancouver

Drijbooms E, Groen MA, Verhoeven L. The contribution of executive functions to narrative writing in fourth grade children. Reading and Writing. 2015;28(7):989-1011. doi: 10.1007/s11145-015-9558-z

Author

Drijbooms, Elise ; Groen, Margriet A. ; Verhoeven, Ludo. / The contribution of executive functions to narrative writing in fourth grade children. In: Reading and Writing. 2015 ; Vol. 28, No. 7. pp. 989-1011.

Bibtex

@article{b52cca8dde6948c68c65c876e98a9a4e,
title = "The contribution of executive functions to narrative writing in fourth grade children",
abstract = "The present study investigated the contribution of executive functions to narrative writing in fourth grade children, and evaluated to what extent executive functions contribute differentially to different levels of narrative composition. The written skills of 102 Dutch children in fourth grade were assessed using a narrative picture-elicitation task. In addition, a large test battery assessing transcription skills, language skills and executive functions, was administered. The results showed that executive functions contributed both directly and indirectly to narrative composition. More specifically, analyses revealed that inhibition and updating, but not planning, contributed directly to the text length of the narrative, and indirectly, through handwriting, to the text length, syntactic complexity, and story content. The findings underscore the need to assess a variety of executive functions and support the idea that in developing writers executive functions also play a role in more complex written composition tasks, such as narrative writing.",
author = "Elise Drijbooms and Groen, {Margriet A.} and Ludo Verhoeven",
year = "2015",
doi = "10.1007/s11145-015-9558-z",
language = "English",
volume = "28",
pages = "989--1011",
journal = "Reading and Writing",
issn = "1573-0905",
publisher = "Springer Netherlands",
number = "7",

}

RIS

TY - JOUR

T1 - The contribution of executive functions to narrative writing in fourth grade children

AU - Drijbooms, Elise

AU - Groen, Margriet A.

AU - Verhoeven, Ludo

PY - 2015

Y1 - 2015

N2 - The present study investigated the contribution of executive functions to narrative writing in fourth grade children, and evaluated to what extent executive functions contribute differentially to different levels of narrative composition. The written skills of 102 Dutch children in fourth grade were assessed using a narrative picture-elicitation task. In addition, a large test battery assessing transcription skills, language skills and executive functions, was administered. The results showed that executive functions contributed both directly and indirectly to narrative composition. More specifically, analyses revealed that inhibition and updating, but not planning, contributed directly to the text length of the narrative, and indirectly, through handwriting, to the text length, syntactic complexity, and story content. The findings underscore the need to assess a variety of executive functions and support the idea that in developing writers executive functions also play a role in more complex written composition tasks, such as narrative writing.

AB - The present study investigated the contribution of executive functions to narrative writing in fourth grade children, and evaluated to what extent executive functions contribute differentially to different levels of narrative composition. The written skills of 102 Dutch children in fourth grade were assessed using a narrative picture-elicitation task. In addition, a large test battery assessing transcription skills, language skills and executive functions, was administered. The results showed that executive functions contributed both directly and indirectly to narrative composition. More specifically, analyses revealed that inhibition and updating, but not planning, contributed directly to the text length of the narrative, and indirectly, through handwriting, to the text length, syntactic complexity, and story content. The findings underscore the need to assess a variety of executive functions and support the idea that in developing writers executive functions also play a role in more complex written composition tasks, such as narrative writing.

U2 - 10.1007/s11145-015-9558-z

DO - 10.1007/s11145-015-9558-z

M3 - Journal article

VL - 28

SP - 989

EP - 1011

JO - Reading and Writing

JF - Reading and Writing

SN - 1573-0905

IS - 7

ER -