Longitudinal study examines the impact of early oral language on writing quality in children, suggesting important connections.
The present study investigated (a) the components of written text production in the first years of school entry; and (b) whether early oral language skills were related to writing quality using a longitudinal design and considering the concurrent role of vocabulary, oral narrative, reading comprehension and transcription skills.
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Sumner et al. (2026) studied this question.
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