Does the Simple View of Writing Explain L2 Writing Development?: A Meta-Analysis

References

• * Denotes a study included in the meta-analysis.
   Google Scholar
• Authors, (Year).
   Google Scholar
• *Abu-Rabia, S. (2003). The influence of working memory on reading and creative writing processes in a second language. Educational Psychology, 23(2), 209–222. doi:10.1080/01443410303227
   Google Scholar
• *Babayiğit, S. (2014). Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2). Reading and Writing, 27(7), 1207–1229. doi:10.1007/s11145-013-9482-z
   Web of Science ®Google Scholar
• *Bae, J. (2012). Developing general literacy ability and intercultural sensitivity through English literacy instruction: Using global literature for Korean EFL learners (Unpublished doctoral dissertation). University of Kansas, Lawrence, Kansas. 10.15858/engtea.68.1.201303.3
   Google Scholar
• Berninger, V. W., & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. Advances in Cognition and Educational Practice, 2, 57–81. 10.1007/BF01464073
   Google Scholar
• Borenstein, M., Hedges, L. V., Higgins, J. P. T., & Rothstein, H. R. (2009). Introduction to meta-analysis. West Sussex, UK: Wiley. 10.1002/9780470743386
   Google Scholar
• Camacho, A., & Alves, R. A. (2017). Fostering parental involvement in writing: Development and testing of the program Cultivating Writing. Reading and Writing, 30(2), 253–277. doi:10.1007/s11145-016-9672-6
   Web of Science ®Google Scholar
• *Choi, Y. H. (2017). Roles of receptive and productive vocabulary knowledge in L2 writing through the mediation of L2 reading ability. English Teaching, 72(1), 3–24.
   Google Scholar
• *Clarken, R. M. (2017). EFL education in Mainland China: Word memorization and essay writing among high school sophomores (Unpublished doctoral dissertation). Michigan Technological University, Houghton, Michigan.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Coker, D. (2006). Impact of first-grade factors on the growth and outcomes of urban school children’s primary-grade writing. Journal of Educational Psychology, 98(3), 471–488. doi:10.1037/0022-0663.98.3.471
   Web of Science ®Google Scholar
• *Dabbagh, A., & Janebi Enayat, M. (2019). The role of vocabulary breadth and depth in predicting second language descriptive writing performance. The Language Learning Journal, 47(5), 575–590. doi:10.1080/09571736.2017.1335765
   Web of Science ®Google Scholar
• Fisher, Z., Tipton, E., & Zhipeng, H. (2017). robumeta: Robust variance meta-regression. R package version 2.0. https://CRAN.R-project.org/package=robumeta
   Google Scholar
• Graham, K. M., & Eslami, Z. R. (2019). Attitudes toward EMI in East Asia and the Gulf: A systematic review. Language Problems and Language Planning, 43(1), 8–31. doi:10.1075/lplp.00030.gra
   Google Scholar
• Graham, S. (2008). Effective writing instruction for all students. Retrieved from Renaissance Learning: http://doc.renlearn.com/KMNet/R004250923GJCF33.pdf
   Google Scholar
• Graham, S., Gillespie, A., & McKeown, D. (2013). Writing: Importance, development, and instruction. Reading and Writing, 26(1), 1–15. doi:10.1007/s11145-012-9395-2
   Web of Science ®Google Scholar
• Graham, S., Harris, K. R., & Adkins, M. (2018). The impact of supplemental handwriting and spelling instruction with first grade students who do not acquire transcription skills as rapidly as peers: A randomized control trial. Reading and Writing, 31(6), 1273–1294. doi:10.1007/s11145-018-9822-0
   Web of Science ®Google Scholar
• Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703–1743. doi:10.1007/s11145-014-9517-0
   Web of Science ®Google Scholar
• *Harrison, G. L., Goegan, L. D., Jalbert, R., Mcmanus, K., Sinclair, K., & Spurling, J. (2016). Predictors of spelling and writing skills in first- and second-language learners. Reading and Writing, 29(1), 69–89. doi:10.1007/s11145-015-9580-1
   Web of Science ®Google Scholar
• Hayes, J., & Flowers, L. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3–30). Hillsdale, NJ: Erlbaum. 10.1017/s0142716400006585
   Google Scholar
• Hayes, J. R. (2012). Evidence from language bursts, revisions, and transcription for translation and its relation to other writing processes. In M. Fayol, D. Alamargot, & V. Berninger (Eds.), Translation of thought to written text while composing: Advancing theory, knowledge, methods, and applications (pp. 45–67). East Sussex, UK: Psychology Press.
   Google Scholar
• *Heath, I. A. (1987). Investigating the relationship between creativity and communicative competence strategies among bilingual and bidialectal adolescents (Unpublished doctoral dissertation). The Florida State University, Tallahassee, Florida.
   Google Scholar
• *Henning, G. H., Ghawaby, S. M., Saadalla, W. Z., El-Rifai, M. A., Hannallah, R. K., & Mattar, M. S. (1981). Comprehensive assessment of language proficiency and achievement among learners of English as a foreign language. TESOL Quarterly, 15(4), 457–466. doi:10.2307/3586486
   Web of Science ®Google Scholar
• Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243–255. doi:10.1037/0022-0663.78.4.243
   Web of Science ®Google Scholar
• *Karakoç, D., & Köse, G. D. (2017). The impact of vocabulary knowledge on reading, writing and proficiency scores of EFL learners. Journal of Language and Linguistic Studies, 13(1), 352–378.
   Google Scholar
• Kent, S. C., & Wanzek, J. (2016). The relationship between component skills and writing quality and production across developmental levels: A meta-analysis of the last 25 years. Review of Educational Research, 86(2), 570–601. doi:10.3102/0034654315619491
   Web of Science ®Google Scholar
• Kim, Y.-S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten predictors of third grade writing. Learning and Individual Differences, 37, 27–37. doi:10.1016/j.lindif.2014.11.009
   PubMed Web of Science ®Google Scholar
• Kim, Y.-S., Al Otaiba, S., Wanzek, J., & Gatlin, B. (2015). Towards an understanding of dimensions, predictors, and gender gap in written composition. Journal of educational psychology, 107(1), 79–95. doi:10.1037/a0037210
   PubMed Web of Science ®Google Scholar
• Kim, Y.-S., Gatlin, B., Al Otaiba, S., & Wanzek, J. (2018). Theorization and an empirical investigation of the component-based and developmental text writing fluency construct. Journal of Learning Disabilities, 51(4), 320–335. doi:10.1177/0022219417712016
   PubMed Web of Science ®Google Scholar
• Kim, Y.-S., Park, C., & Park, Y. (2015). Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: An exploratory study. Reading and Writing, 28(5), 633–654. doi:10.1007/s11145-015-9542-7
   Web of Science ®Google Scholar
• Kim, Y.-S., & Schatschneider, C. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109(1), 35–50. doi:10.1037/edu0000129
   PubMed Web of Science ®Google Scholar
• Macaro, E. (2018). English medium instruction. Oxford, UK: Oxford University Press.
   Google Scholar
• *Miralpeix, I., & Muñoz, C. (2018). Receptive vocabulary size and its relationship to EFL language skills. International Review of Applied Linguistics in Language Teaching, 56(1), 1–24. doi:10.1515/iral-2017-0016
   Web of Science ®Google Scholar
• *Ndlovu, K. E. D. (2010). Story-writing development from grades 4 to 6: Do language status and reading profile matter? (Unpublished doctoral dissertation). University of Toronto, Canada.
   Google Scholar
• *Ndlovu, S. (2017). Breadth and depth of ESL learners’ lexical knowledge: Exploring its interplay with written language proficiency (Unpublished doctoral dissertation). University of Leicester, UK.
   Google Scholar
• *Oh, E., Lee, C. M., & Moon, Y.-I. (2015). The contributions of planning, L2 linguistic knowledge and individual differences to L2 writing. Journal of Asia TEFL, 12, 45–85.
   Web of Science ®Google Scholar
• Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic Reviews, 5(1), 2–10. doi:10.1186/s13643-016-0384-4
   PubMedGoogle Scholar
• Pae, H. K., & O'Brien, B. (2018). Overlap and uniqueness: Linguistic componential traits contributing to expressive skills in English as a foreign language. Reading Psychology, 39(4), 384–412. doi:10.1080/02702711.2018.1443298
   Web of Science ®Google Scholar
• *Perkins, C. J. (2015). Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners (Unpublished master’s thesis). University of Victoria, Canada.
   Google Scholar
• Plonsky, L., & Oswald, F. L. (2014). How big is “big”? Interpreting effect sizes in L2 research. Language Learning, 64(4), 878–912. doi:10.1111/lang.12079
   Web of Science ®Google Scholar
• Pustejovsky, J. (2019). clubSandwich: Cluster-robust (Sandwich) variance estimators with small-sample corrections. R package version 0.3.5. https://CRAN.R-project.org/package=clubSandwich
   Google Scholar
• R Core Team. (2017). R: A language and environment for statistical computing. Vienna, Austria: R Foundation for Statistical Computing. Retrieved from https://www.R-project.org
   Google Scholar
• *Roche, T., & Harrington, M. (2013). Recognition vocabulary knowledge as a predictor of academic performance in an English as a foreign language setting. Language Testing in Asia, 3(1), 1–13. doi:10.1186/2229-0443-3-12
   Google Scholar
• Rupinski, M. T., & Dunlap, W. P. (1996). Approximating Pearson product-moment correlations from Kendall’s tau and Spearman’s rho. Educational and Psychological Measurement, 56(3), 419–429. doi:10.1177/0013164496056003004
   Web of Science ®Google Scholar
• Santangelo, T., & Graham, S. (2016). A comprehensive meta-analysis of handwriting instruction. Educational Psychology Review, 28(2), 225–265. doi:10.1007/s10648-015-9335-1
   Web of Science ®Google Scholar
• *Schoonen, R., van Gelderen, A., Stoel, R. D., Hulstijn, J., & de Glopper, K. (2011). Modeling the development of L1 and EFL writing proficiency of secondary school students. Language Learning, 61(1), 31–79. doi:10.1111/j.1467-9922.2010.00590.x
   Web of Science ®Google Scholar
• *Service, E., & Kohonen, V. (1995). Is the relation between phonological memory and foreign language learning accounted for by vocabulary acquisition? Applied Psycholinguistics, 16(2), 155–172. doi:10.1017/S0142716400007062
   Web of Science ®Google Scholar
• *Smith, C. (2011). Narrative writing in native English and ESL learners: Developmental trajectories and predictors (Unpublished doctoral dissertation). University of Toronto, Canada.
   Google Scholar
• Spencer, T. D., & Petersen, D. B. (2018). Bridging oral and written language: An oral narrative language intervention study with writing outcomes. Language, Speech, and Hearing Services in Schools, 49(3), 569–581. doi:10.1044/2018_LSHSS-17-0030
   PubMed Web of Science ®Google Scholar
• *Staehr, L. S. (2008). Vocabulary size and the skills of listening, reading and writing. The Language Learning Journal, 36(2), 139–152. doi:10.1080/09571730802389975
   Google Scholar
• Tanner-Smith, E. E., Tipton, E., & Polanin, J. R. (2016). Handling complex meta-analytic data structures using robust variance estimates: A tutorial in R. Journal of Developmental and Life-Course Criminology, 2(1), 85–112. doi:10.1007/s40865-016-0026-5
   Web of Science ®Google Scholar
• *Torres, E. (2013). Examining the relationship between TELPAS and TAKS for students with limited English proficiency and differences in TELPAS scores as a function of grade level (Unpublished doctoral dissertation). Sam Houston State University, Huntsville, Texas.
   Google Scholar
• Traga Philippakos, Z. A. (2019). Effects of strategy instruction with an emphasis on oral language and dramatization on the quality of first graders’ procedural writing. Reading & Writing Quarterly, 1-18, 35(5), 409–426. doi:10.1080/10573569.2018.1547233
   Web of Science ®Google Scholar
• Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. doi:10.18637/jss.v036.i03
   Web of Science ®Google Scholar
• *Wakeman, S. (2013). Using the ACCESS test as a predictive measure of English learner success on the Biology End-Of-Course-Test in Georgia (Unpublished doctoral dissertation). The University of Alabama, Tuscaloosa, Alabama.
   Google Scholar
• *Walker, D. (2015). Determining the differences between English language learners who exit services and English language learners who become long-term ELLs: A discriminant analysis (Unpublished doctoral dissertation). University of Nevada Reno, Nevada.
   Google Scholar
• *Waluyo, B. (2018). Vocabulary acquisition through self-regulated learning on speaking and writing development. International Journal of Language Teaching and Education, 2(3), 286–302. doi:10.22437/ijolte.v2i3.5747
   Google Scholar
• *Withycombe, A. C. (2014). An exploration of the role of English language proficiency in academic achievement (Unpublished doctoral dissertation). University of Oregon, Eugene, Oregon.
   Google Scholar
• *Wu, S., Quentin Dixon, L., Sun, H., & Zhang, P. (2019). Breadth or depth: The role of vocabulary in Chinese English-Language beginning writers’ development. International Journal of Bilingual Education and Bilingualism, 1–17. doi:10.1080/13670050.2019.1572066
   Google Scholar
• *Yen, Y.-C., Hou, H.-T., & Chang, K. E. (2015). Applying role-playing strategy to enhance learners’ writing and speaking skills in EFL courses using Facebook and Skype as learning tools: A case study in Taiwan. Computer Assisted Language Learning, 28(5), 383–406. doi:10.1080/09588221.2013.839568
   Web of Science ®Google Scholar
• *Zhang, H., & Xuan, W. W. (2019). Word knowledge in academic literacy skills among collegiate ESL learners. Applied Linguistics Review, 10(2), 201–218. doi:10.1515/applirev-2017-0057
   Web of Science ®Google Scholar
• *Zhang, J., McBride-Chang, C., Wagner, R. K., & Chan, S. (2014). Uniqueness and overlap: Characteristics and longitudinal correlates of native Chinese children's writing in English as a foreign language. Bilingualism (Cambridge, England), 17(2), 347–363. doi:10.1017/S1366728913000163
   PubMed Web of Science ®Google Scholar