scholarly journals Handwriting fluency and the quality of primary grade students’ writing

2021 ◽  
Author(s):  
Gustaf B. Skar ◽  
Pui-Wa Lei ◽  
Steve Graham ◽  
Arne Johannes Aasen ◽  
Marita Byberg Johansen ◽  
...  
Keyword(s):  
Primary Grade ◽  
Future Research ◽  
Unique Contribution ◽  
Writing Quality ◽  
Language Background ◽  
Writing Practices ◽  
Writing Students ◽  
And Gender ◽  
Primary Grade Students

AbstractUntil children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed.

Self-Compassion and Quality of Life in Adults Who Stutter

2020 ◽  
Vol 29 (4) ◽  
pp. 2097-2108
Author(s):  
Robyn L. Croft ◽  
Courtney T. Byrd
Keyword(s):  
Quality Of Life ◽  
Social Connectedness ◽  
The Self ◽  
Future Research ◽  
Self Compassion ◽  
Adults Who Stutter ◽  
And Gender ◽  
Relationship Of ◽  
The Impact

Purpose The purpose of this study was to identify levels of self-compassion in adults who do and do not stutter and to determine whether self-compassion predicts the impact of stuttering on quality of life in adults who stutter. Method Participants included 140 adults who do and do not stutter matched for age and gender. All participants completed the Self-Compassion Scale. Adults who stutter also completed the Overall Assessment of the Speaker's Experience of Stuttering. Data were analyzed for self-compassion differences between and within adults who do and do not stutter and to predict self-compassion on quality of life in adults who stutter. Results Adults who do and do not stutter exhibited no significant differences in total self-compassion, regardless of participant gender. A simple linear regression of the total self-compassion score and total Overall Assessment of the Speaker's Experience of Stuttering score showed a significant, negative linear relationship of self-compassion predicting the impact of stuttering on quality of life. Conclusions Data suggest that higher levels of self-kindness, mindfulness, and social connectedness (i.e., self-compassion) are related to reduced negative reactions to stuttering, an increased participation in daily communication situations, and an improved overall quality of life. Future research should replicate current findings and identify moderators of the self-compassion–quality of life relationship.

Technology-mediated writing: It’s not how much, but the thought that counts

2021 ◽  
pp. 204275302199638
Author(s):  
Kelley Regan ◽  
Anya S Evmenova ◽  
Melissa D Hughes ◽  
Maria P Rybicki-Newman ◽  
Boris Gafurov ◽  
...  
Keyword(s):  
Students With Disabilities ◽  
Instructional Strategies ◽  
Sixth Grade ◽  
Future Research ◽  
Student Writing ◽  
Writing Quality ◽  
Struggling Writers ◽  
Group Design ◽  
Present Group

Struggling writers including students with disabilities (SWD) need instructional strategies to support their ability to write independently. Integrating technology-mediated instruction to support student writing can mitigate students' challenges throughout the writing process and personalize instruction. In the present group design study, teachers taught 11 to 12 year olds in sixth grade with varying abilities to use a technology-based graphic organizer (TBGO) when digitally planning and composing a persuasive paragraph. Results indicated that the writing quality of the paragraph and use of transition words by typical and struggling writers was significantly better when the TBGO was used as compared to students who wrote without the TBGO. Additionally, when the TBGO was removed, students in the treatment group maintained gains. Student participants and teachers in this study identified features that were especially supportive to students’ writing behaviors. Implications for practice and future research are discussed.

scholarly journals Exploring the Emerging Domain of Research on Video Game Live Streaming in Web of Science: State of the Art, Changes and Trends

2021 ◽  
Vol 18 (6) ◽  
pp. 2917
Author(s):  
Luis Javier Cabeza-Ramírez ◽  
Fernando J. Fuentes-García ◽  
Guzmán A. Muñoz-Fernandez
Keyword(s):  
Video Game ◽  
Web Of Science ◽  
Meta Analysis ◽  
Future Research ◽  
Live Streaming ◽  
Main Research ◽  
Meta Review ◽  
Streaming Services ◽  
And Gender

In recent years, interest in video game live streaming services has increased as a new communication instrument, social network, source of leisure, and entertainment platform for millions of users. The rise in this type of service has been accompanied by an increase in research on these platforms. As an emerging domain of research focused on this novel phenomenon takes shape, it is necessary to delve into its nature and antecedents. The main objective of this research is to provide a comprehensive reference that allows future analyses to be addressed with greater rigor and theoretical depth. In this work, we developed a meta-review of the literature supported by a bibliometric performance and network analysis (BPNA). We used the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) protocol to obtain a representative sample of 111 published documents since 2012 and indexed in the Web of Science. Additionally, we exposed the main research topics developed to date, which allowed us to detect future research challenges and trends. The findings revealed four specializations or subdomains: studies focused on the transmitter or streamer; the receiver or the audience; the channel or platform; and the transmission process. These four specializations add to the accumulated knowledge through the development of six core themes that emerge: motivations, behaviors, monetization of activities, quality of experience, use of social networks and media, and gender issues.

L1 versus L2 writing processes: What insight can we obtain from a keystroke logging program?

2021 ◽  
pp. 136216882110412
Author(s):  
Mohammed Ali Mohsen
Keyword(s):  
Mother Tongue ◽  
L2 Writing ◽  
Future Research ◽  
Writing Quality ◽  
Writing Processes ◽  
Daunting Task ◽  
Significant Difference ◽  
Language Writing ◽  
Written Form

Writing in a language different from one’s mother tongue is a daunting task. The same challenge may apply to languages that have diglossic features whose spoken form differs from the written form. This article investigates Arab students’ writing behaviors (fluency, pauses, and revision) in response to an argumentative composition in their L1 (first language: Arabic) and L2 (second language: English), given that understanding their complexities in writing processes would help instructors to rectify language writing-related problems. Guided by Kellogg’s model, this article attempts to investigate the cognitive processes underlying these writing behaviors as aided by a keystroke logging program (Inputlog 7.0). It also examined if writing behaviors would be correlated to the writing quality of their produced final texts. Data were collected from log files of the Inputlog generated upon the students’ writing processes, screened video recordings, and a stimulated recall interview. Results indicated that compared with L2 writing in character production, L1 writing processes were highly significant, less significant in pauses over word boundaries, and highly significant in time on the task factor. Concerning revision behavior, no significant differences were found in time spent on deletion and insertion, whereas a significant difference was found in R-burst for L2 writing. As regards quality of text, many pauses and minimal production of words tend to be negative indicators for writing quality output. Pedagogical implications and suggestions for future research are highlighted.

Quality of language intervention provided to primary-grade students with language impairment

2014 ◽  
Vol 49 ◽  
pp. 13-24 ◽  
Author(s):  
Tricia L. Biancone ◽  
Kelly Farquharson ◽  
Laura M. Justice ◽  
Mary Beth Schmitt ◽  
Jessica A.R. Logan
Keyword(s):  
Language Impairment ◽  
Language Intervention ◽  
Primary Grade ◽  
Primary Grade Students

Writing Tasks and Gender: Influences on Writing Quality of Black and White Students

1994 ◽  
Vol 87 (4) ◽  
pp. 197-209 ◽  
Author(s):  
George Engelhard ◽  
Emilie V. Siddle Walker ◽  
Belita Gordon ◽  
Stephen Gabrielson
Keyword(s):  
White Students ◽  
Writing Quality ◽  
Black And White ◽  
And Gender ◽  
Gender Influences

scholarly journals Writing and Revision Strategies of Students With and Without Dyslexia

2020 ◽  
Vol 53 (3) ◽  
pp. 189-198
Author(s):  
Emma Sumner ◽  
Vincent Connelly
Keyword(s):  
University Students ◽  
Writing Process ◽  
Future Research ◽  
Typically Developing ◽  
Writing Quality ◽  
Digital Writing ◽  
Spelling Errors ◽  
Written Text ◽  
Research Students

Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed.

scholarly journals Sex differences in the management of persons with dementia following a subnational primary care policy intervention

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Nadia Sourial ◽  
Geneviève Arsenault-Lapierre ◽  
Eva Margo-Dermer ◽  
Mary Henein ◽  
Isabelle Vedel
Keyword(s):  
Quality Of Care ◽  
Secondary Analysis ◽  
Retrospective Chart Review ◽  
Dementia Care ◽  
Cognitive Testing ◽  
Future Research ◽  
Sex And Gender ◽  
Care Needs ◽  
And Gender

Abstract Background The influence of sex and gender on the risk of dementia, its clinical presentation and progression is increasingly being recognized. However, current dementia strategies have not explicitly considered sex and gender differences in the management of dementia to ensure equitable care. The objective of this study was to examine the moderating effect of sex on the quality of care following the implementation of the Quebec Alzheimer Plan (QAP). Methods We conducted a secondary analysis of the evaluation of the QAP consisting of a retrospective chart review of 945 independent, randomly-selected patient charts of males and females 75+ years old with dementia and a visit to one of 13 participating Family Medicine Groups before (October 2011–July 2013) and after (October 2014 – July 2015). The quality of dementia care score, based on Canadian and international recommendations and consensus guidelines, consisted of documented assessments in 10 domains. We used a mixed linear regression model to measure the interaction between sex and the implementation of the QAP on the quality of dementia care score, adjusting for age and number of medications. Results We found that improvements in the quality of dementia care following the QAP were larger for men than women (mean difference = 4.97; 95%CI: 0.08, 9.85). We found that men had a larger improvement in four indicators (driving assessments, dementia medication management, Alzheimer Society referrals, and functional status evaluation), while women had a smaller improvement in three (home care needs, behavioural and psychological symptoms of dementia, and weight). Men were prescribed fewer anticholinergics post-QAP, while women were prescribed more. Cognitive testing improved in men but decreased for women following the QAP; the opposite was observed for caregiver needs. Conclusion While the overall quality of care improved after the implementation of the QAP, this study reveals differences in dementia management between men and women. While we identified areas of inequalities in the care received, it is unclear whether this represents inequities in access to care and health outcomes. Future research should focus on better understanding sex and gender-specific needs in dementia to bridge this gap and better inform dementia strategies.

The Relationship Between Interoception and Metacognition

2016 ◽  
Vol 30 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Judith Meessen ◽  
Verena Mainz ◽  
Siegfried Gauggel ◽  
Eftychia Volz-Sidiropoulou ◽  
Stefan Sütterlin ◽  
...  
Keyword(s):  
Memory Performance ◽  
Memory Task ◽  
Demographic Characteristics ◽  
Metacognitive Awareness ◽  
Interoceptive Awareness ◽  
Future Research ◽  
Heartbeat Perception ◽  
Interoceptive Accuracy ◽  
The Relationship

Abstract. Recently, Garfinkel and Critchley (2013) proposed to distinguish between three facets of interoception: interoceptive sensibility, interoceptive accuracy, and interoceptive awareness. This pilot study investigated how these facets interrelate to each other and whether interoceptive awareness is related to the metacognitive awareness of memory performance. A sample of 24 healthy students completed a heartbeat perception task (HPT) and a memory task. Judgments of confidence were requested for each task. Participants filled in questionnaires assessing interoceptive sensibility, depression, anxiety, and socio-demographic characteristics. The three facets of interoception were found to be uncorrelated and interoceptive awareness was not related to metacognitive awareness of memory performance. Whereas memory performance was significantly related to metamemory awareness, interoceptive accuracy (HPT) and interoceptive awareness were not correlated. Results suggest that future research on interoception should assess all facets of interoception in order to capture the multifaceted quality of the construct.

Assessments of User Comments With “Alternative Views” as a Function of Media Trust

2020 ◽  
pp. 1-12
Author(s):  
Marlene Kunst
Keyword(s):  
Online Discussions ◽  
Future Research ◽  
Political Issues ◽  
Argument Quality ◽  
The Public ◽  
Mainstream Media ◽  
User Comments ◽  
Media Trust ◽  
Heuristic Information Processing

Abstract. Comments sections under news articles have become popular spaces for audience members to oppose the mainstream media’s perspective on political issues by expressing alternative views. This kind of challenge to mainstream discourses is a necessary element of proper deliberation. However, due to heuristic information processing and the public concern about disinformation online, readers of comments sections may be inherently skeptical about user comments that counter the views of mainstream media. Consequently, commenters with alternative views may participate in discussions from a position of disadvantage because their contributions are scrutinized particularly critically. Nevertheless, this effect has hitherto not been empirically established. To address this gap, a multifactorial, between-subjects experimental study ( N = 166) was conducted that investigated how participants assess the credibility and argument quality of media-dissonant user comments relative to media-congruent user comments. The findings revealed that media-dissonant user comments are, indeed, disadvantaged in online discussions, as they are assessed as less credible and more poorly argued than media-congruent user comments. Moreover, the findings showed that the higher the participants’ level of media trust, the worse the assessment of media-dissonant user comments relative to media-congruent user comments. Normative implications and avenues for future research are discussed.

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