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

Abstract

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.

Writing performance in primary grade: exploring the links between cognitive and motivational variables

“…Empirical findings also showed relationships between transcription and EFs. For example, Vieira et al (2023) showed that transcription skills and EFs were related with each other in Grade 2 and 1 year later in Grade 3, but prior performance on these skills did not predict later text quality. Despite emphasizing the importance of cognitive processes, these studies did not consider the role of motivation, specifically, self-efficacy and attitudes, which seem to be the most relevant ones for writing (Camacho et al, 2021).…”

“…Future studies should consider the use of longitudinal designs to follow the trajectory of children's writing-related cognition and motivation throughout schooling and scrutinize their interaction over time (Camacho et al, 2020). Second, due to the lack of sound evidence suggesting the directionally of the link between transcription and executive functions (Vieira et al, 2023), our model specified correlations rather than regressive paths between these variables. Additionally, besides grade, no other variables were controlled in the model, because the inclusion of additional paths could produce unreliable estimates, given our sample size.…”