The Impact of Cognitive Skills on English Learners' Writing at the Early Elementary School Level

• In Event: AERA Poster Session 5
  In Poster Session: Section 1a, Poster Session 1. Literacy: Literacy Processes and Practices (San Diego)

Abstract

The purpose of this study was to examine the effects of cognitive components (phonological awareness, oral language development, and working memory) on the second language writing performance among children who learn English as the second language. A battery of measures assessing English and Spanish PA, OLD, WM, and English writing were administered to 496 Spanish-speaking children in Grade 1-3. Analysis using hierarchical linear modeling indicated that L2 writing achievement was predicted by PA and WM but not OLD within the same language system after controlling for grade-level differences. From a cross-linguistic perspective, we found that L2 writing was predicted by WM and PA in Spanish, whereas OLD in Spanish showed no significant cross-linguistic effects after controlling for grades.

Authors

• Hui Wang, The University of Kansas

• Michael John Orosco, University of Kansas

• Anqi Peng, The University of Kansas

• Haiying Long, The University of Kansas

• Lee Swanson, The University of New Mexico