Article open access publication

How reading and writing support each other across a school year in primary school children

Contemporary Educational Psychology, Elsevier, ISSN 0361-476X

Volume 55, 2018

DOI:10.1016/j.cedpsych.2018.09.005, Dimensions: pub.1107126136,

Affiliations

Organisations

  1. (1) Aarhus University, grid.7048.b, AU
  2. (2) VIA University College, grid.460119.b
  3. (3) University of Southern Denmark, grid.10825.3e, SDU
  4. (4) Harvard University, grid.38142.3c

Description

There is general agreement of the broad notion that reading and writing skills complement one another. However, when it comes to the more detailed interplay between skills at the word, sentence and text levels within and across reading and writing domains, there is much less evidence. In a study of 1,160 6-9 year-old children in second and third grade in Denmark we measured at the beginning and end of a school year both reading and writing skills at the word level (decoding and spelling), sentence level (sentence reading and writing), and text level (text comprehension and narrative). Results show generally that over the course of one school year word-level skills in both reading and writing predict the development of higher-level skills in the opposite domain. The results hold important implications for the teaching of reading and writing in primary school.

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NORA University Profiles

Aarhus University

University of Southern Denmark

Danish Open Access Indicator

2018: Blocked

Research area: Social Sciences

Danish Bibliometrics Indicator

2018: Level 2

Research area: Social Sciences

Dimensions Citation Indicators

Times Cited: 3

Field Citation Ratio (FCR): 2.25

Open Access Info

Green, Accepted