Reading comprehension components and their relation to writing

Laura K. Allen, Erica L. Snow, Scott A. Crossley, G. Tanner Jackson, Danielle McNamara

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Within the educational community, research on student literacy often combines reading and writing measures, as they are presumed to draw on similar skills and background knowledge. However, relatively few studies have investigated the underlying cognitive skills required for both activities, and to what extent the required background knowledge and cognitive processes overlap. The current study investigates how individual differences commonly related to reading comprehension ability overlap and contribute to students' writing proficiency. University students ranging from 19 to 37 years old (n = 108) completed assessments to examine their reading comprehension and writing skills, as well as their vocabulary knowledge, lower-level cognitive skills (working memory), and higher-level cognitive skills (text memory, text inferencing, knowledge access, knowledge integration). Results indicated that reading comprehension was strongly related to both vocabulary knowledge and the higher-level cognitive skills. Further, writing ability was moderately associated with a subset of the measured variables, namely vocabulary knowledge and the ability to access prior knowledge. These results support the hypothesis that reading comprehension and writing share common knowledge sources and higher-level cognitive skills, although the writing process is much less reliant on these measured variables than reading comprehension.

Original languageEnglish (US)
Pages (from-to)663-691
Number of pages29
JournalAnnee Psychologique
Volume114
Issue number4
DOIs
StatePublished - Dec 1 2014

Fingerprint

Reading
Aptitude
Vocabulary
Students
Short-Term Memory
Individuality
Reading Comprehension
Research
Vocabulary Knowledge

ASJC Scopus subject areas

  • Psychology(all)
  • Arts and Humanities (miscellaneous)

Cite this

Reading comprehension components and their relation to writing. / Allen, Laura K.; Snow, Erica L.; Crossley, Scott A.; Jackson, G. Tanner; McNamara, Danielle.

In: Annee Psychologique, Vol. 114, No. 4, 01.12.2014, p. 663-691.

Research output: Contribution to journalArticle

Allen, Laura K. ; Snow, Erica L. ; Crossley, Scott A. ; Jackson, G. Tanner ; McNamara, Danielle. / Reading comprehension components and their relation to writing. In: Annee Psychologique. 2014 ; Vol. 114, No. 4. pp. 663-691.
@article{19db6acf95cf4eac8ef67f883f960468,
title = "Reading comprehension components and their relation to writing",
abstract = "Within the educational community, research on student literacy often combines reading and writing measures, as they are presumed to draw on similar skills and background knowledge. However, relatively few studies have investigated the underlying cognitive skills required for both activities, and to what extent the required background knowledge and cognitive processes overlap. The current study investigates how individual differences commonly related to reading comprehension ability overlap and contribute to students' writing proficiency. University students ranging from 19 to 37 years old (n = 108) completed assessments to examine their reading comprehension and writing skills, as well as their vocabulary knowledge, lower-level cognitive skills (working memory), and higher-level cognitive skills (text memory, text inferencing, knowledge access, knowledge integration). Results indicated that reading comprehension was strongly related to both vocabulary knowledge and the higher-level cognitive skills. Further, writing ability was moderately associated with a subset of the measured variables, namely vocabulary knowledge and the ability to access prior knowledge. These results support the hypothesis that reading comprehension and writing share common knowledge sources and higher-level cognitive skills, although the writing process is much less reliant on these measured variables than reading comprehension.",
author = "Allen, {Laura K.} and Snow, {Erica L.} and Crossley, {Scott A.} and Jackson, {G. Tanner} and Danielle McNamara",
year = "2014",
month = "12",
day = "1",
doi = "10.4074/S0003503314004047",
language = "English (US)",
volume = "114",
pages = "663--691",
journal = "Annee Psychologique",
issn = "0003-5033",
publisher = "Editions NecPlus",
number = "4",

}

TY - JOUR

T1 - Reading comprehension components and their relation to writing

AU - Allen, Laura K.

AU - Snow, Erica L.

AU - Crossley, Scott A.

AU - Jackson, G. Tanner

AU - McNamara, Danielle

PY - 2014/12/1

Y1 - 2014/12/1

N2 - Within the educational community, research on student literacy often combines reading and writing measures, as they are presumed to draw on similar skills and background knowledge. However, relatively few studies have investigated the underlying cognitive skills required for both activities, and to what extent the required background knowledge and cognitive processes overlap. The current study investigates how individual differences commonly related to reading comprehension ability overlap and contribute to students' writing proficiency. University students ranging from 19 to 37 years old (n = 108) completed assessments to examine their reading comprehension and writing skills, as well as their vocabulary knowledge, lower-level cognitive skills (working memory), and higher-level cognitive skills (text memory, text inferencing, knowledge access, knowledge integration). Results indicated that reading comprehension was strongly related to both vocabulary knowledge and the higher-level cognitive skills. Further, writing ability was moderately associated with a subset of the measured variables, namely vocabulary knowledge and the ability to access prior knowledge. These results support the hypothesis that reading comprehension and writing share common knowledge sources and higher-level cognitive skills, although the writing process is much less reliant on these measured variables than reading comprehension.

AB - Within the educational community, research on student literacy often combines reading and writing measures, as they are presumed to draw on similar skills and background knowledge. However, relatively few studies have investigated the underlying cognitive skills required for both activities, and to what extent the required background knowledge and cognitive processes overlap. The current study investigates how individual differences commonly related to reading comprehension ability overlap and contribute to students' writing proficiency. University students ranging from 19 to 37 years old (n = 108) completed assessments to examine their reading comprehension and writing skills, as well as their vocabulary knowledge, lower-level cognitive skills (working memory), and higher-level cognitive skills (text memory, text inferencing, knowledge access, knowledge integration). Results indicated that reading comprehension was strongly related to both vocabulary knowledge and the higher-level cognitive skills. Further, writing ability was moderately associated with a subset of the measured variables, namely vocabulary knowledge and the ability to access prior knowledge. These results support the hypothesis that reading comprehension and writing share common knowledge sources and higher-level cognitive skills, although the writing process is much less reliant on these measured variables than reading comprehension.

UR - http://www.scopus.com/inward/record.url?scp=84921469827&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84921469827&partnerID=8YFLogxK

U2 - 10.4074/S0003503314004047

DO - 10.4074/S0003503314004047

M3 - Article

AN - SCOPUS:84921469827

VL - 114

SP - 663

EP - 691

JO - Annee Psychologique

JF - Annee Psychologique

SN - 0003-5033

IS - 4

ER -