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Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation
ARTICLE

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Learning and Instruction Volume 19, Number 4 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing.

Citation

Olive, T., Favart, M., Beauvais, C. & Beauvais, L. Children's cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation. Learning and Instruction, 19(4), 299-308. Elsevier Ltd. Retrieved April 5, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2008.05.005

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