Cognitive and executive processes associated with children’s writing

Abstract: Learning to write is key to successfully going through elementary education. Considerable progress in children’s writing is documented in the intermediate school grades, due to lexical and cognitive development. In line with this postulate, the goal of the study was to analyse the pred...

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Detalles Bibliográficos
Autores principales: Moreno, Cecilia Beatriz, Korzeniowski, Celina Graciela, Espósito, Adriana
Formato: Artículo
Lenguaje:Inglés
Publicado: Universidad de Castilla-La Mancha. Centro de Estudios de Promoción de la Lectura y Literatura Infantil 2022
Materias:
EDUCACION PRIMARIA
PROCESOS COGNITIVOS
ESCRITURA
ENSEÑANZA DE LA ESCRITURA
Acceso en línea:https://repositorio.uca.edu.ar/handle/123456789/15259
Aporte de:
Repositorio Institucional de la Universidad Católica Argentina (UCA) de Universidad Católica Argentina
id I33-R139-123456789-15259
record_format dspace
institution Universidad Católica Argentina
institution_str I-33
repository_str R-139
collection Repositorio Institucional de la Universidad Católica Argentina (UCA)
language Inglés
topic EDUCACION PRIMARIA
PROCESOS COGNITIVOS
ESCRITURA
ENSEÑANZA DE LA ESCRITURA
EDUCACION PRIMARIA
spellingShingle EDUCACION PRIMARIA
PROCESOS COGNITIVOS
ESCRITURA
ENSEÑANZA DE LA ESCRITURA
EDUCACION PRIMARIA
Moreno, Cecilia Beatriz
Korzeniowski, Celina Graciela
Espósito, Adriana
Cognitive and executive processes associated with children’s writing
topic_facet EDUCACION PRIMARIA
PROCESOS COGNITIVOS
ESCRITURA
ENSEÑANZA DE LA ESCRITURA
EDUCACION PRIMARIA
description Abstract: Learning to write is key to successfully going through elementary education. Considerable progress in children’s writing is documented in the intermediate school grades, due to lexical and cognitive development. In line with this postulate, the goal of the study was to analyse the predictive value of attention, perception, planning, working memory and long-term memory in written expression tasks in Argentine schoolchildren. One hundred and sixty-eight boys and girls participated, between 8 and 11 years of age, who were in 3rd, 4th and 5th grade of Elementary Education. A regression analysis revealed that visuospatial perception, working memory, long-term memory, and planning may predict writing performance in children. Working memory denoted a high predictive value, along with long-term memory and visuospatial perception. The findings provide evidence about the involvement of cognitive and executive processes in written expression tasks in Spanish-speaking schoolchildren. Identifying cognitive predictors of writing skills makes it possible to design more comprehensive teaching programs that jointly contemplate training in specific writing skills and strengthening the cognitive resources of learners.
format Artículo
author Moreno, Cecilia Beatriz
Korzeniowski, Celina Graciela
Espósito, Adriana
author_facet Moreno, Cecilia Beatriz
Korzeniowski, Celina Graciela
Espósito, Adriana
author_sort Moreno, Cecilia Beatriz
title Cognitive and executive processes associated with children’s writing
title_short Cognitive and executive processes associated with children’s writing
title_full Cognitive and executive processes associated with children’s writing
title_fullStr Cognitive and executive processes associated with children’s writing
title_full_unstemmed Cognitive and executive processes associated with children’s writing
title_sort cognitive and executive processes associated with children’s writing
publisher Universidad de Castilla-La Mancha. Centro de Estudios de Promoción de la Lectura y Literatura Infantil
publishDate 2022
url https://repositorio.uca.edu.ar/handle/123456789/15259
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