STRUCTURAL EQUATION MODELING OF RELATIONSHIPS AMONG DEVELOPMENTAL SKILLS AND WRITING SKILLS IN PRIMARY-GRADE AND INTERMEDIATE-GRADE WRITERS
STRUCTURAL EQUATION MODELING OF RELATIONSHIPS AMONG DEVELOPMENTAL SKILLS AND WRITING SKILLS IN PRIMARY-GRADE AND INTERMEDIATE-GRADE WRITERS
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DOI：
10.1037/0022-0663.85.3.478
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发表时间：
1993-09-01
影响因子：
4.9
通讯作者：
BERNINGER, VW
中科院分区：
文献类型：
--
作者：
ABBOTT, RD;BERNINGER, VW
本研究采用多组结构方程模型分析了1 ~ 6年级学生写作相关发展技能与组成部分写作技能潜在因素之间的结构关系。对于手写，运动技能和正字法编码都有助于模型拟合，但只有正字法编码的路径在所有年级水平上都是显著的。在拼写方面，小学年级只有正字法编码路径显著，而中级年级正字法编码路径和语音编码路径均显著。对于作文质量，阅读和口语在小学年级都有贡献，但由于这些因素之间的协方差很大，因此在中级年级的模型不清楚。讨论了研究结果的理论和教育意义。
We used multiple-group structural equation modeling to analyze structural relationships between latent factors underlying writing-related developmental skills and component writing skills in Grades 1-6. For handwriting, both motor skills and orthographic coding contributed to the model fit, but only the path from orthographic coding was significant at all grade levels. For spelling, only the path from orthographic coding was significant in the primary grades, but both that path and the path from phonological coding were significant in the intermediate grades. For compositional quality, both reading and oral language contributed in the primary grades but the model was unclear in the intermediate grades because of high covariance between those factors. Theoretical and educational implications of the findings are discussed.