Mindful Acceptance Predicts Writing Achievement in 6th-Graders

Cordeiro, Carolina; Magalhães, Sofia; Nunes, Andreia; Olive, Thierry; Castro, São Luís; Limpo, Teresa

doi:10.1080/02568543.2021.1960937

Cited by 6 publications

(4 citation statements)

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“…Given the longitudinal nature of the study, this result suggests that past performance in transcription and executive functions does not predict later text quality. Despite contradicting the theoretical prepositions about the role of transcription and executive functions in writing, these findings join to a set of empirical research raising questions about the predictive nature of these relationships, typically stemming from cross‐sectional studies (e.g., Cordeiro et al, 2021; Kim & Schatschneider, 2017). Abbott et al (2010) also found few longitudinal relationships between handwriting and written composition, and Graham and Santangelo (2014) showed that spelling instruction had no impact on measures of writing performance.…”

Section: Discussionmentioning

confidence: 81%

“…Similarly, among third, fourth and fifth graders, Altemeier et al (2008) found that inhibitory control and cognitive flexibility contributed to spelling and written expression. Nevertheless, in recent studies with primary and middle graders, both inhibitory control and cognitive flexibility failed to predict text quality (Cordeiro et al, 2019, 2021). Moreover, when considering latent factors to represent executive functions in a sample of Grade 1 children followed into Grade 2, Hooper et al (2011) showed that executive functions had a stable contribution to spelling and written expression across grades.…”

Section: Introductionmentioning

confidence: 96%

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Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis

Vieira

Magalhães

Limpo

2022

Brit J of Edu Psychol

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Background It has been suggested that children's writing is dependent on transcription and executive functions. However, there is a need for more research examining the relationships among those variables in primary school children, given that most existing studies are cross‐sectional and assess transcription and executive functions separately, and there are scarce and mixed longitudinal findings. Aims This study used a cross‐lagged panel model to explore the relationships among transcription skills, executive functions and text quality from Grade 2 to Grade 3. Sample The sample included 353 Portuguese children (195 boys, 155 girls) in Grade 2, who were reassessed in Grade 3. Methods Children were assessed on transcription, executive functions and writing tasks at two time points. Results Transcription skills and executive functions in Grade 2 positively predicted the same variables in Grade 3. At Grade 2, transcription skills were associated with executive functions and text quality. At Grade 3, we only found an association between executive functions and text quality. Finally, text quality in Grade 2 predicted transcription skills in Grade 3, but both transcription and executive functions in Grade 2 did not predict text quality in Grade 3. Conclusions Transcription skills and executive functions seem to be stable over time, but previous performance on these skills does not seem to predict later text quality. Overall, these findings do put into question the direction of the typically assumed relationships, especially between transcription and text quality. Findings also provide information that can guide the development of instructional programmes in primary school.

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Section: Discussionmentioning

confidence: 81%

Section: Introductionmentioning

confidence: 96%

Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis

Vieira

Magalhães

Limpo

2022

Brit J of Edu Psychol

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“…Another study found that a meditationbased intervention led to attentional improvements and better grades in Portuguese, Mathematics and Social Studies (Magalhães et al, 2022). Cordeiro et al (2021) found that students' ability to approach their own thoughts and feelings with an acceptance orientation (i.e., mindful acceptance) predicted their writing achievement in Grade 6. Rocha et al (2023) combined SRSD interventions with a meditation component and found that meditation was essential for 3rd grade students, especially for those with poor results on writing performance at pretest which achieved better academic performance in posttest; also, the intervention showed general improvements in planning skills, complexity of the texts and better executive functioning.…”

Section: Introductionmentioning

confidence: 94%

“…Yet, the importance of attentional skills has already been highlighted in writing models such as the WWC (Graham, 2018) and the Not-So-Simple View of Writing (Berninger and Winn, 2006). Moreover, there is some empirical evidence suggesting that attention contributes to writing achievement in early school years (Cordeiro et al, 2021). The question raised by these evidence is how to improve children's attention in order to boost their writing performance?…”

Section: Introductionmentioning

confidence: 99%

“Breathe, Plan, Write, and Evaluate”: the effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation

Nunes,

Cordeiro,

Rocha

et al. 2024

Front. Educ.

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IntroductionOver the years, extensive literature attested to the value of the Self-Regulation Strategy Development model (SRSD) for writing. Additionally, feedback has been recognized as essential to the teaching and learning of writing, and as supporting evidence-based instructional models for writing. However, little is known of the effects of combining evidence-based practice models, such as SRSD, with instructional feedback, as well as with a component of meditation. The present study aimed to study the effects of an SRSD intervention and to study the importance of instructional feedback within an SRSD intervention.MethodA total of 69 primary students (4th graders) participated in this study. The study was divided into two phases: in Phase 1, two classes participated in a SRSD intervention program (SRSD-1 group; N = 33), whereas two others received regular writing instruction (control group; N = 36); in Phase 2, the previous control group received the SRSD intervention with or without instructional feedback (SRSD-2 with feedback, N = 19, vs. SRSD-2 without feedback, N = 17, groups), while the SRSD received regular writing instruction (SRSD-1 group).ResultsThe effectiveness of the intervention was confirmed in both phases for the writing outcomes variables, but not for motivation. Overall, our study showed that the SRSD intervention with an additional meditation component was effective in improving students’ writing planning for all intervention participants. Additionally, writing quality and writing structure improved among those with lower scores at the pretest. Concerning motivation, we only found an effect on self-efficacy for ideation.DiscussionWe expect the current research to stimulate future examinations of the value of providing students with instructional feedback in writing interventions.

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Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components

et al. 2023

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Children’s writing depends on strategic and self-regulated behaviors as well as on attention and transcription skills. Despite the well-established effectiveness of interventions based on the self-regulated strategy development model (SRSD), little is known about their effects when combined with the explicit teaching and systematic training of attention or transcription. This study compared the effects of SRSD interventions that taught students a planning strategy and how to use it compose text, with additional components of attention (via focused meditation exercises) or transcription (via copy and alphabet exercises). We used a quasi-experimental design with three groups of Portuguese third graders: SRSD + attention (n = 42), SRSD + transcription (n = 37), and wait list (n = 34). Measures of transcription, executive functions, motivation, written production, and academic achievement were collected before and after the interventions. Analyses of co-variance revealed that the SRSD + transcription group surpassed the others in terms of handwriting fluency as well as in terms of spelling accuracy, though only among the weakest spellers at pretest. Moreover, in comparison to the wait list group, both SRSD groups showed better planning skills, wrote more complete texts, and displayed better executive functioning at posttest. After the intervention, though the SRSD + transcription group produced better texts than their peers, the SRSD + attention group achieved better academic performance, but only among those with poorer grades at pretest. Regarding motivation, we only found an effect of the SRSD + transcription intervention on self-efficacy for ideation, among students with lower self-efficacy at pretest. These findings suggest the importance of articulating writing and self-regulation strategies with attention and transcription training in early schooling.

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Mindful Acceptance Predicts Writing Achievement in 6th-Graders

Cited by 6 publications

References 83 publications

Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis

Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis

“Breathe, Plan, Write, and Evaluate”: the effects of an SRSD intervention and instructional feedback on 4th graders’ writing and motivation

Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components

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