This study examines
the relationship between reading and writing sizes, and explores whether the
known cognitive measures related to reading ability are also related to writing
performance in middle-aged children. Sixty-four children, aged between 8 years
9 months and 11 years 9 months, take part in writing, reading, and cognitive
assignments. The fluency of reading appears as having a strong relationship
with written language performance, after controlling aged and verbal reasoning.
While children with poor reading difficulties in spelling accuracy, they are
otherwise produced compositions of compositions similar to ordinary readers.
Boys produce fewer written texts than girls, but do not show weaker written
language skills. Collectively the results show that writing ability can be
separated into transcription and composition processes, and highlights the need
for further research on the relationship between children's fluency and
writing.
Annisa Masnasuri Kesai
16611069
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