The higher order cognition general factor is fairly strongly related to writing quality (r = .59), and the relation remains after covariates and is similar across English immersion and dual immersion programs¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3 · i3 large
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The bivariate correlation between the higher order cognitive general factor and the writing factor was r = .59 (p < .001). → Kim Young-Suk Grace 2022 q3 i? In multiple group modeling, the general factor significantly predicted writing quality (.43 in English immersion; .41 in dual immersion, both p < .001), and the two coefficients were not statistically significantly different. → Kim Young-Suk Grace 2022 (2)

Evidence¶

Kim Young-Suk Grace 2022¶

Kim Young-Suk Grace, Wolters Alissa, Mercado Janet, & Quinn Jamie. (2022). Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners. Journal of Educational Psychology. https://doi.org/10.1037/edu0000516

q3 · i3 · associational · r2

In the best-fitting CFA model for the 317-child sample, the article prints the correlation (effect size r = .59) between the cognitive general factor and the writing factor: "The bivariate correlation between the higher order cognitive general factor and writing factor was .59 (p < .001)".

"The bivariate correlation between the higher order cognitive general factor and writing factor was .59 (p < .001)."

Kim Young-Suk Grace 2022 (2)¶

Kim Young-Suk Grace, Wolters Alissa, Mercado Janet, & Quinn Jamie. (2022). Crosslinguistic Transfer of Higher Order Cognitive Skills and Their Roles in Writing for English-Spanish Dual Language Learners. Journal of Educational Psychology. https://doi.org/10.1037/edu0000516

q3 · i? · associational · r2

Multiple group structural regression on the same sample with covariates (sex, poverty, grade, EL status, school, biliterate status). Dual immersion coefficient was .41, p < .001, "not statistically significantly different" from the English immersion estimate of .43, p < .001; combined predictors accounted for 39–40% of writing variance.

"For the students in the English immersion program, the higher order cognitive general factor significantly predicted writing quality, .43, p < .001."

Discussion¶

Related Claims¶

• Biliterate dual language learners show higher higher order cognitive skills regardless of instructional program — related
• Higher order cognitive skills (inference, perspective taking, comprehension monitoring) fit a bifactor structure with a general cross-language factor and language-specific factors in English and Spanish — related
• Written composition quality is best described as a single unidimensional construct across English and Spanish and across narrative and opinion genres for primary-grade dual language learners — related