Table 1.
Descriptive statistics for transcription, oral language, executive functions and written composition measures.
Table 2.
Intercorrelations for scores on transcription, oral language, executive functions and written composition measures.
Fig 1.
Three models of the effects of transcription skills, oral language skills, and executive functions on the writing dimensions of productivity, quality, and syntactic complexity are presented.
Black lines represent predictive paths, and grey lines represent covariances. EF = Executive functions; CF = cognitive flexibility; IC = inhibitory control; OCT = oral cloze task; DSB = digit spam backward; AT = attention; TR = transcription skills; PS = phoneme segmentation, WPI = picture word writing; NW = name writing; LC = letter copying; PI = phoneme isolation; NC = narrative competence; TNW = total number of words; TU = T-units; UW = unique words written; NS = narrative structure; PRO = productivity; TNWW = total number of written words; WWF = written word fluency; CWS = correctly written sequences; UWW = unique words written; QUA = quality; NWC = number of written casual connectors; PCW = percentage of correctly written words; WSF = written sentence fluency; WNS = written narrative structure; SC = syntactic complexity; GS = grammatical structure; WTU = written T-units.
Table 3.
Unstandardized and standardized path coefficients for transcription skills, narrative competence, executive functions, and productivity.
Fig 2.
This graph shows a structural model of the relationship between executive functions, transcription skills, narrative competence, and productivity (Model 1).
Circles represent factors (i.e., latent variables), rectangles represent indicators (i.e., observed variables), black arrows represent direct paths, and gray arrows represent covariances. EF = Executive functions; CF = cognitive flexibility; IC = inhibitory control; OCT = oral cloze task; DSB = digit spam backward; AT = attention; TR = transcription skills; PS = phoneme segmentation, WPI = picture word writing; NW = name writing; LC = letter copying; PI = phoneme isolation; NC = narrative competence; TNW = total number of words; TU = T-units; UW = unique words written; NS = narrative structure; PRO = productivity; TNWW = total number of written words; WWF = written word fluency; CWS = correctly written sequences; UWW = unique words written.
Table 4.
Unstandardized and standardized path coefficients for transcription skills, narrative competence, executive functions, and quality.
Fig 3.
This graph shows a structural model of the relationship between executive functions, transcription skills, narrative competence, and quality (Model 2).
Circles represent factors (i.e., latent variables), rectangles represent indicators (i.e., observed variables), black arrows represent direct paths, and gray arrows represent covariances. EF = Executive functions; CF = cognitive flexibility; IC = inhibitory control; OCT = oral cloze task; DSB = digit spam backward; AT = attention; TR = transcription skills; PS = phoneme segmentation, WPI = picture word writing; NW = name writing; LC = letter copying; PI = phoneme isolation; NC = narrative competence; TNW = total number of words; TU = T-units; UW = unique words written; NS = narrative structure; QUA = quality; NWC = number of written casual connectors; PCW = percentage of correctly written words; WSF = written sentence fluency; WNS = written narrative structure.
Table 5.
Unstandardized and standardized path coefficients for transcription skills, narrative competence, executive functions, and syntactic complexity.
Fig 4.
Structural model of the relationship between executive functions, transcription skills, narrative competence, and syntactic complexity (Model 3).
Circles represent factors (i.e., latent variables), rectangles represent indicators (i.e., observed variables), black arrows represent direct paths, and gray arrows represent covariances. EF = Executive functions; CF = cognitive flexibility; IC = inhibitory control; OCT = oral cloze task; DSB = digit spam backward; AT = attention; TR = transcription skills; PS = phoneme segmentation, WPI = picture word writing; NW = name writing; LC = letter copying; PI = phoneme isolation; NC = narrative competence; TNW = total number of words; TU = T-units; UW = unique words written; NS = narrative structure; SC = syntactic complexity; GS = grammatical structure; WTU = written T-units.