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Session Type: Symposium
This symposium presents four papers that collectively advance our understanding of the roles of oral language, motivations, and shared skills with reading. The first paper is a meta-analysis that reveals the nuanced connection between oral language and written composition, influenced by developmental phases and language learning experiences. The second paper provides a mixed methods investigation into the diverse motivational profiles driving adolescents' writing in ELA classes. The third paper examines whether writing and reading motivational beliefs are separable constructs, finding distinct yet correlated motivations. The final paper tests the Shared Knowledge and Skills Hypothesis between reading and writing, demonstrating shared and unique contributions of language, cognitive, and literacy skills to reading comprehension and written composition.
Relation Between Oral Language and Written Composition: Results from a Meta-Analysis - Young-Suk Grace Kim, University of California - Irvine; RocĂo C. Seoane, Amplify Education, Inc.; Jiali Wang, University of California - Irvine; Yucheng Cao, Middle Tennessee State University
A mixed methods exploration of writing motivation among diverse adolescents - Tania Cruz Cordero, Child Helpline International; Joshua Wilson, University of Delaware
Are Writing and Reading Motivational Beliefs Separable Constructs? - Steve Graham, Arizona State University; Tien Ping Hsiang, University of Macau; Gustaf Bernhard Uno Skar, Norwegian University of Science and Technology; Falynn Thompson, University of Toledo; Zhisheng Wang, University of Macau
Testing the Shared Knowledge and Skills Hypothesis for Reading-Writing Relation - Young-Suk Grace Kim, University of California - Irvine