Inference, but not theory of mind, is independently related to writing quality after accounting for transcription skills and working memory¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Inference was independently related to writing quality whereas theory of mind was not, after accounting for spelling, handwriting fluency, and working memory; this model explained 59% of variance in writing. → Kim Young-Suk Grace 2017
Evidence¶
Kim Young-Suk Grace 2017¶
Kim Young-Suk Grace, Schatschneider Christopher. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology. https://doi.org/10.1037/edu0000129
q2 · i? · associational · r2
SEM model (Figure 2) fitted to data from 193 Grade 1 children with excellent fit (CFI = .99, RMSEA = .06) tested the relation of higher-order cognitive skills to writing quality. The authors suggest children's inferencing ability appears important to writing quality for establishing global coherence.
"inference (β = .27, p = .003) was independently related to writing, whereas theory of mind (β = .08, p = .36) was not, after accounting for spelling, handwriting fluency, and working memory. A total of 59% of variance in writing was explained."
Discussion¶
Learner Variables¶
- Inferencing — predictor: learners who differ on it differ in outcomes
- Writing Skills — outcome: instruction changes it
Related Claims¶
- Discourse-level oral language, spelling, and handwriting fluency completely mediate the relations of language and cognitive skills to writing quality in Grade 1 — related
- Higher order cognitive skills (inference, perspective taking, monitoring) are differentially related to writing quality, writing productivity, and correctness in writing in Grade 2 — related
- Total effects on writing quality are largest for discourse-level oral language (.46), working memory (.43), and spelling (.37) — related
- Discourse-level oral language is directly predicted by theory of mind, vocabulary, and working memory, but not inference or grammatical knowledge, in Grade 1 — related
- Transcription, planning, revision, and self-efficacy explain 76% of writing-quality variance in Grades 4-6 and 82% in Grades 7-9 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
inference-independently-related-to-writing-quality-grade-1 |
title |
Inference, but not theory of mind, is independently related to writing quality after accounting for transcription skills and working memory |
description |
Inference, but not theory of mind, is independently related to writing quality after accounting for transcription skills and working memory |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kim-young-suk-grace-2017 |
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