Brief report: the relationship between writing transcription skills and writing measures differs between children who self-report being monolingual or bilingual

Abstract

This study explores how the skills involved in writing are associated with written language measures in children who self-reported being bilingual or monolingual. Twenty children were matched for age and gender and took part in a writing task and a series of tasks to measure writing transcription skills. The results found that there was no difference in writing measures for either group. There was a different pattern of significant associations between transcription skills and writing measures for the two groups. The results are discussed in terms of different ways in which a complex task like writing can be accomplished successfully.

Keywords:

• bilingualism
• writing
• spelling
• self-report