Working memory, language, motivation and children's early writing: A three‐year longitudinal study
Year: 2013
Type: dissertation
Study design: Observational Study
Abstract: The goal of the current research was to study the cognitive processes that support the\nemergence of writing in young children and to ascertain whether working memory,\nlanguage ability or motivation to write underlined children's early attempts to learn\nhow to write. Working memory, language ability and the emergent writing skills of 30\nIrish children were tested, in a longitudinal study over a three year period, starting at\nages 4 to 5 years in their first year of formal education. A cross-sectional study of 31\nchildren in Junior Infants and 13 children from both Senior Infants and First Class\nwas also conducted. Working memory was tested using the Automated Working\nMemory Assessment (AWMA). Tests of letter names and sounds, morphological\nknowledge/ grammar were administered. The children completed free writing tasks\nand writing output was analysed for linguistics features (e.g. spelling errors) as well\nas creativity, originality and task relevance. Children rated their liking of writing as an\nindex of motivation to write.\nThe results showed that working memory was associated with the originality\nof children’s emergent writing, as well as structural aspects of writing, particularly the\nuse of connectives. Verbal working memory played a key role in particular.\nParticipants’ early knowledge of grammar and sounds was associated with fewer\northographic errors in early writing and also with later measures of originality and\ndetail. Children’s liking of writing had a more modest effect. Gender differences,\ncontrary to expectations, were absent; however, trends in the data suggest differences\nthat might have emerged at older ages. These findings highlight the complex\ninteractions of language and memory functions in supporting early writing.
Author: Kathleen M. Carroll
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W2746222009