Planning shows no contribution to any level of narrative composition in fourth graders¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Planning did not significantly predict text length, syntactic complexity, or story content. → Drijbooms 2015

Evidence¶

Drijbooms 2015¶

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

q3 · i? · associational · r2

Path analysis and regressions in 102 fourth graders; "The contribution of planning to the transcription and writing performance outcomes was not significant". Authors suggest planning develops late and the picture-elicitation task may reduce planning demands.

"The contribution of planning to the transcription and writing performance outcomes was not significant, so this EF was removed from the final model."

Discussion¶

Related Claims¶

• Executive functions do not directly predict syntactic complexity or story content once transcription and language skills are controlled — a broader claim this one bears on
• Inhibition and updating directly predict narrative text length in fourth graders over and above transcription and language skills — related
• Sixth-grade syntactic complexity of narrative writing is predicted by fourth-grade oral grammar, inhibition, and planning in addition to initial syntactic complexity — related
• In a cross-sectional path model of fourth graders, handwriting fluency statistically mediated the relation between inhibition/updating and all narrative outcomes (text length, syntactic complexity, story content) — related
• Each narrative writing measure is longitudinally stable within itself across the upper elementary grades, with no significant cross-lagged relationships across measures — related