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The Relations of Language and Cognitive Skills to Written Composition for English-Spanish Emergent Bilingual Children in Grade 1
Sat, April 15, 9:50 to 11:20am CDT (9:50 to 11:20am CDT), Hyatt Regency Chicago, Floor: East Tower - Concourse Level, Randolph 3Abstract
We examined the relations of which language, transcription, and cognitive skills to written composition for English-Spanish emergent bilingual children in Grade 1. Data were from 211 children (57% girls; 82% Hispanic, 9.5% White, 4% Asian American children) who were assessed on written composition, working memory, attentional control, vocabulary, spelling, and handwriting fluency. Results showed that written compositions in English and Spanish in narrative and opinion genres were best described as a unidimensional skill. Structural equation model results showed that attentional control and working memory were related to written composition via English vocabulary and spelling skills. English vocabulary was indirectly related to written composition via English spelling skill, and Spanish vocabulary was indirectly related via Spanish spelling skill.