Reading comprehension is differentially correlated with the three dimensions of written composition in Grade 2: moderate relations with quality and correctness but weak relations with productivity¶
Claim · All claims
Evidence · 1 study · associationalr3·q2·i3large
Currency · newest study 2022 · 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
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i3 Bivariate correlations of reading comprehension were weak to moderate with writing quality (r = .26–.42), weak with writing productivity (r = .03–.20), and moderate with correctness in writing (r = .33–.43). → Grace Kim Young-Suk & Graham Steve 2022
Evidence¶
Grace Kim Young-Suk & Graham Steve 2022¶
Grace Kim Young-Suk & Graham Steve. (2022). Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations As a Function of Measurement/Dimensions of Written Composition. Journal of Educational Psychology. https://doi.org/10.1037/edu0000564
q2 · i3 · associational · r3
Bivariate correlation analysis of the 350-child Grade 2 sample (Table 2) showed reading comprehension "weakly to moderately related to writing quality (.26 ≤ rs ≤ .42)" — correlations up to r = .42 — but only weakly related to productivity (r = .03–.20), indicating dimension-dependent relations.
"Reading comprehension was weakly to moderately related to writing quality (.26 ≤ rs ≤ .42), weakly related to writing productivity (.03 ≤ rs ≤ .20), and moderately related to correctness in writing (.33 ≤ rs ≤ .43)."
Discussion¶
Learner Variables¶
- Writing Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Discourse oral language is strongly related to writing quality and reading comprehension but unrelated to writing productivity in Grade 2 — related
- Total effects of oral language, cognition, transcription, and reading comprehension vary largely across the three dimensions of written composition — a broader claim this one bears on
- Reading comprehension differentially mediates the relations of discourse oral language and lexical literacy to writing quality in Grade 2 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-comprehension-differential-correlations-writing-dimensions |
title |
Reading comprehension is differentially correlated with the three dimensions of written composition in Grade 2: moderate relations with quality and correctness but weak relations with productivity |
description |
Reading comprehension is differentially correlated with the three dimensions of written composition in Grade 2: moderate relations with quality and correctness but weak relations with productivity |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — grace-kim-young-suk-graham-steve-2022 |
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