Reading comprehension differentially mediates the relations of discourse oral language and lexical literacy to writing quality in Grade 2¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2022 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · 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 i? Reading comprehension mediated the relations of discourse oral language and lexical literacy to writing quality, with mediation differing between the two predictors. → 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 · i? · associational · r2
Structural equation models comparing complete versus partial mediation of discourse oral language and lexical literacy were fitted for each dimension in the Grade 2 sample; the article reports that reading comprehension "differentially mediated the relations of discourse oral language and lexical literacy to writing quality." No mediation effect sizes or test statistics are printed in the available text.
"Reading comprehension was related only to writing quality, but not to writing productivity or correctness in writing; and reading comprehension differentially mediated the relations of discourse oral language and lexical literacy to writing quality."
Discussion¶
Learner Variables¶
- Oral Language — predictor: learners who differ on it differ in outcomes
- Reading and Language — predictor: learners who differ on it differ in outcomes
- 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
- 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 — related
- Kindergarten oral language is uniquely related to first-grade writing quality but not to compositional fluency — related
- Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres — related
- Total effects of oral language, cognition, transcription, and reading comprehension vary largely across the three dimensions of written composition — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reading-comprehension-mediation-writing-quality |
title |
Reading comprehension differentially mediates the relations of discourse oral language and lexical literacy to writing quality in Grade 2 |
description |
Reading comprehension differentially mediates the relations of discourse oral language and lexical literacy to writing quality in Grade 2 |
status |
review |
evidence_strength |
weak |
newest_evidence |
2022 |
source_checked |
2026-10-23 |
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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