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Abbott Robert D., Berninger Virginia W. & Fayol Michel (2010). « Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7 ». Journal of Educational Psychology, vol. 102, n° 2, mai, p. 281–298. 
Added by: Marie Musset (06 Apr 2011 10:34:38 Europe/Paris)   Last edited by: Agnès Cavet (10 May 2011 10:54:51 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Abbott2010
Categories: General
Keywords: production Ă©crite
Creators: Abbott, Berninger, Fayol
Collection: Journal of Educational Psychology
Views: 1760/2729
Views index: 26%
Popularity index: 6.5%
Abstract     
Longitudinal structural equation modeling was used to evaluate longitudinal relationships across adjacent grade levels 1 to 7 for levels of language in writing (Model 1, subword letter writing, word spelling, and text composing) or writing and reading (Model 2, subword letter writing and word spelling and reading; Model 3, word spelling and reading and text composing and comprehending). Significant longitudinal relationships were observed within and across levels of language: spelling to spelling and spelling to composing (Grades 1 to 7), Models 1 and 3, and composing to spelling (Grades 3 to 6, Model 1; Grades 4 to 6, Model 3); spelling to word reading and word reading to spelling (Grades 2 to 7), Models 2 and 3; spelling to word reading (Grade 1), Model 2, and word reading to spelling (Grade 1), Model 3; composition to comprehension (Grades 3 to 5), Model 3; comprehension to composition (Grades 2 to 6), Model 3; and comprehension to word reading (Grades 1 to 6), Model 3. Results are discussed in reference to the levels of language in translating ideas into written language and integrating writing and reading. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
Added by: Marie Musset  Last edited by: Agnès Cavet
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