Institut for Statskundskab

How reading and writing support each other across a school year in primary school children

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Standard

How reading and writing support each other across a school year in primary school children. / Andersen, Simon Calmar; Christensen, Mette Vedsgaard; Nielsen, Helena Skyt; Thomsen, Mette Kjærgaard; Østerbye, Torkil; Rowe, Meredith L.

I: Contemporary Educational Psychology, Bind 55, 2018, s. 129-138.

Publikation: Bidrag til tidsskrift/Konferencebidrag i tidsskrift /Bidrag til avisTidsskriftartikelForskningpeer review

Harvard

Andersen, SC, Christensen, MV, Nielsen, HS, Thomsen, MK, Østerbye, T & Rowe, ML 2018, 'How reading and writing support each other across a school year in primary school children', Contemporary Educational Psychology, bind 55, s. 129-138. https://doi.org/10.1016/j.cedpsych.2018.09.005

APA

Andersen, S. C., Christensen, M. V., Nielsen, H. S., Thomsen, M. K., Østerbye, T., & Rowe, M. L. (2018). How reading and writing support each other across a school year in primary school children. Contemporary Educational Psychology, 55, 129-138. https://doi.org/10.1016/j.cedpsych.2018.09.005

CBE

Andersen SC, Christensen MV, Nielsen HS, Thomsen MK, Østerbye T, Rowe ML. 2018. How reading and writing support each other across a school year in primary school children. Contemporary Educational Psychology. 55:129-138. https://doi.org/10.1016/j.cedpsych.2018.09.005

MLA

Vancouver

Andersen SC, Christensen MV, Nielsen HS, Thomsen MK, Østerbye T, Rowe ML. How reading and writing support each other across a school year in primary school children. Contemporary Educational Psychology. 2018;55:129-138. https://doi.org/10.1016/j.cedpsych.2018.09.005

Author

Andersen, Simon Calmar ; Christensen, Mette Vedsgaard ; Nielsen, Helena Skyt ; Thomsen, Mette Kjærgaard ; Østerbye, Torkil ; Rowe, Meredith L. / How reading and writing support each other across a school year in primary school children. I: Contemporary Educational Psychology. 2018 ; Bind 55. s. 129-138.

Bibtex

@article{17e5b96b0e3c4b9785d28570ed038883,
title = "How reading and writing support each other across a school year in primary school children",
abstract = "There is general agreement of the broad notion that reading and writing skills complement one another. However, when it comes to the more detailed interplay between skills at the word, sentence and text levels within and across reading and writing domains, there is much less evidence. In a study of 1160 6–9 year-old children in second and third grade in Denmark we measured at the beginning and end of a school year both reading and writing skills at the word level (decoding and spelling), sentence level (sentence reading and writing), and text level (text comprehension and narrative). Results show generally that over the course of one school year word-level skills in both reading and writing predict the development of higher-level skills in the opposite domain. The results hold important implications for the teaching of reading and writing in primary school.",
author = "Andersen, {Simon Calmar} and Christensen, {Mette Vedsgaard} and Nielsen, {Helena Skyt} and Thomsen, {Mette Kj{\ae}rgaard} and Torkil {\O}sterbye and Rowe, {Meredith L.}",
year = "2018",
doi = "10.1016/j.cedpsych.2018.09.005",
language = "English",
volume = "55",
pages = "129--138",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press",

}

RIS

TY - JOUR

T1 - How reading and writing support each other across a school year in primary school children

AU - Andersen, Simon Calmar

AU - Christensen, Mette Vedsgaard

AU - Nielsen, Helena Skyt

AU - Thomsen, Mette Kjærgaard

AU - Østerbye, Torkil

AU - Rowe, Meredith L.

PY - 2018

Y1 - 2018

N2 - There is general agreement of the broad notion that reading and writing skills complement one another. However, when it comes to the more detailed interplay between skills at the word, sentence and text levels within and across reading and writing domains, there is much less evidence. In a study of 1160 6–9 year-old children in second and third grade in Denmark we measured at the beginning and end of a school year both reading and writing skills at the word level (decoding and spelling), sentence level (sentence reading and writing), and text level (text comprehension and narrative). Results show generally that over the course of one school year word-level skills in both reading and writing predict the development of higher-level skills in the opposite domain. The results hold important implications for the teaching of reading and writing in primary school.

AB - There is general agreement of the broad notion that reading and writing skills complement one another. However, when it comes to the more detailed interplay between skills at the word, sentence and text levels within and across reading and writing domains, there is much less evidence. In a study of 1160 6–9 year-old children in second and third grade in Denmark we measured at the beginning and end of a school year both reading and writing skills at the word level (decoding and spelling), sentence level (sentence reading and writing), and text level (text comprehension and narrative). Results show generally that over the course of one school year word-level skills in both reading and writing predict the development of higher-level skills in the opposite domain. The results hold important implications for the teaching of reading and writing in primary school.

U2 - 10.1016/j.cedpsych.2018.09.005

DO - 10.1016/j.cedpsych.2018.09.005

M3 - Journal article

VL - 55

SP - 129

EP - 138

JO - Contemporary Educational Psychology

JF - Contemporary Educational Psychology

SN - 0361-476X

ER -