Components affecting expressive writing in typical and disabled writers

Abstract

This paper examines the role of some basic variables that may be critical in children with difficulties in expressive writing. Preliminary data demonstrating the role of a series of variables are presented. In particular, based on these data, a model was derived using structural equations showing how orthography, neuropsychological functions (idea generation and planning), and revision affect the performance of tasks requiring children to describe the content of pictures. These variables appeared to significantly discriminate between children with good and poor expressive writing skills.

Citation

Cornoldi, C., Del Prete, F., Gallani, A., Sella, F. and Re, A.M. (2010), "Components affecting expressive writing in typical and disabled writers", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Literacy and Learning (Advances in Learning and Behavioral Disabilities, Vol. 23), Emerald Group Publishing Limited, Leeds, pp. 269-286. https://doi.org/10.1108/S0735-004X(2010)0000023012