Total effects on writing quality are largest for discourse-level oral language (.46), working memory (.43), and spelling (.37)¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2017 · checked against its sources 2026-10-24 (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? Total effects (direct plus indirect) on writing quality ranked: discourse-level oral language (.46), working memory (.43), spelling (.37), vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), grammatical knowledge (.10). → 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
Table 3 of the SEM study with 193 Grade 1 children displays direct, indirect, and total effects of component skills on writing based on the final complete mediation model. Discourse-level oral language, spelling, and handwriting had direct effects; the other skills' effects were indirect.
"The largest effects were found for discourse-level oral language (.46), working memory (.43), and spelling (.37), followed by vocabulary (.19), handwriting (.17), theory of mind (.12), inference (.10), and grammatical knowledge (.10)."
Discussion¶
Learner Variables¶
- Communication Skills — predictor: learners who differ on it differ in outcomes
- Oral Language — 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
- 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
- Inference, but not theory of mind, is independently related to writing quality after accounting for transcription skills and working memory — related
- Working memory is a foundational cognitive skill for language and transcription skills, but its relation to writing is primarily mediated by other component skills — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
total-effects-on-writing-quality-ranking |
title |
Total effects on writing quality are largest for discourse-level oral language (.46), working memory (.43), and spelling (.37) |
description |
Total effects on writing quality are largest for discourse-level oral language (.46), working memory (.43), and spelling (.37) |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2017 |
source_checked |
2026-10-24 |
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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