How executive functions predict development in syntactic complexity of narrative writing in the upper elementary grades.
The aim of this study was to examine the contribution of transcription skills, oral language skills, and executive functions to growth in narrative writing between fourth and sixth grade. While text length and story content of narratives did not increase with age, syntactic complexity of narratives showed a clear developmental progression. Results from path analyses revealed that later syntactic complexity of narrative writing was, in addition to initial syntactic complexity, predicted by oral grammar, inhibition, and planning. These results are discussed in light of the changes that characterize writing development in the upper elementary grades. More specifically, this study emphasizes the relevance of syntactic complexity as a developmental marker as well as the importance of executive functions for later writing development.
Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
Elise
0000-0002-2690-0483
E
Drijbooms
Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
Margriet A
MA
Groen
Behavioural Science Institute, Radboud University, Montessorilaan 3, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands.
Ludo
L
Verhoeven
Executive functions; Longitudinal study; Narratives; Syntactic complexity; Writing development