TY - JOUR
T1 - The cognitive profile and text-based traits of struggling writers (El perfil cognitivo y los rasgos textuales de los escritores con dificultades)
AU - Pascual, Mariona
AU - Salas, Naymé
N1 - Funding Information:
This work was supported by Recercaixa-ACUP, under grant 015ACUP00175 ?Ara l?escriptura! Millorar l?expressi? escrita per garantir l?equitat de l?alumnat?, to Naym? Salas and grant EDU2015-64798-R ?Ensenyar a escribir: Reflexi?n metaling??stica y estrategias de autorregulaci?n?, to Teresa Ribas. / Este trabajo fue financiado por Recercaixa-ACUP, referencia 015ACUP00175 ?Ara l?escriptura! Millorar l?expressi? escrita per garantir l?equitat de l?alumnat?, ortogado a Naym? Salas y al proyecto del Ministerio de Econom?a y Competitividad espa?ol, de referencia EDU2015-64798-R ?Ensenyar a escribir: Reflexi?n metaling??stica y estrategias de autorregulaci?n?, ortogado a Teresa Ribas.
Publisher Copyright:
© 2020 Fundacion Infancia y Aprendizaje.
Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.
PY - 2021
Y1 - 2021
N2 - Writing difficulties have typically been investigated as the consequence of learning disabilities. However, several characteristics of texts and the underlying cognitive skills are often shared across these populations. Our aim was to investigate the writing and cognitive profile of children at risk of writing difficulties, regardless of whether they have concomitant diagnoses. Drawing from a sample of 357 primary school children, we identified children who showed low levels on a single writing component, such as handwriting (15), spelling (39) or text generation (17), and 11 children who showed difficulties across two or more components. We compared them to a typically developing group (50) on a series of writing features (e.g., spelling, vocabulary) and cognitive and linguistic skills (e.g., working memory, morphosyntax). Children who struggled with a single writing component showed difficulties also in other components. Children with multiple writing difficulties struggled with most writing features. All children displayed similar levels in key cognitive and linguistic skills. Our data thus present compelling evidence of children who struggle with writing, despite no obvious cognitive or linguistic impairments.
AB - Writing difficulties have typically been investigated as the consequence of learning disabilities. However, several characteristics of texts and the underlying cognitive skills are often shared across these populations. Our aim was to investigate the writing and cognitive profile of children at risk of writing difficulties, regardless of whether they have concomitant diagnoses. Drawing from a sample of 357 primary school children, we identified children who showed low levels on a single writing component, such as handwriting (15), spelling (39) or text generation (17), and 11 children who showed difficulties across two or more components. We compared them to a typically developing group (50) on a series of writing features (e.g., spelling, vocabulary) and cognitive and linguistic skills (e.g., working memory, morphosyntax). Children who struggled with a single writing component showed difficulties also in other components. Children with multiple writing difficulties struggled with most writing features. All children displayed similar levels in key cognitive and linguistic skills. Our data thus present compelling evidence of children who struggle with writing, despite no obvious cognitive or linguistic impairments.
KW - writing difficulties
KW - struggling writers
KW - writing
KW - learning disabilities
UR - http://www.scopus.com/inward/record.url?scp=85097821878&partnerID=8YFLogxK
UR - https://dialnet.unirioja.es/servlet/articulo?codigo=7786560
U2 - 10.1080/02103702.2020.1848090
DO - 10.1080/02103702.2020.1848090
M3 - Article
AN - SCOPUS:85097821878
SN - 0210-3702
VL - 44
SP - 219
EP - 253
JO - Infancia y Aprendizaje
JF - Infancia y Aprendizaje
IS - 1
ER -