Carroll, Kathleen (2013) Working memory, language, motivation and children's early writing: A three‐year longitudinal study. Masters thesis, National University of Ireland Maynooth.
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Abstract
The goal of the current research was to study the cognitive processes that support the
emergence of writing in young children and to ascertain whether working memory,
language ability or motivation to write underlined children's early attempts to learn
how to write. Working memory, language ability and the emergent writing skills of 30
Irish children were tested, in a longitudinal study over a three year period, starting at
ages 4 to 5 years in their first year of formal education. A cross-sectional study of 31
children in Junior Infants and 13 children from both Senior Infants and First Class
was also conducted. Working memory was tested using the Automated Working
Memory Assessment (AWMA). Tests of letter names and sounds, morphological
knowledge/ grammar were administered. The children completed free writing tasks
and writing output was analysed for linguistics features (e.g. spelling errors) as well
as creativity, originality and task relevance. Children rated their liking of writing as an
index of motivation to write.
The results showed that working memory was associated with the originality
of children’s emergent writing, as well as structural aspects of writing, particularly the
use of connectives. Verbal working memory played a key role in particular.
Participants’ early knowledge of grammar and sounds was associated with fewer
orthographic errors in early writing and also with later measures of originality and
detail. Children’s liking of writing had a more modest effect. Gender differences,
contrary to expectations, were absent; however, trends in the data suggest differences
that might have emerged at older ages. These findings highlight the complex
interactions of language and memory functions in supporting early writing.
Item Type: | Thesis (Masters) |
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Keywords: | Working memory; language; motivation; children's early writing; three‐year longitudinal study; |
Academic Unit: | Faculty of Science and Engineering > Psychology |
Item ID: | 7740 |
Depositing User: | IR eTheses |
Date Deposited: | 12 Jan 2017 14:29 |
URI: | https://mural.maynoothuniversity.ie/id/eprint/7740 |
Use Licence: | This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here |
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