Working memory and writing : a comparison of two types of dynamic assessment of working memory and the relationship to writing ability of heterogeneously grouped seventh grade students

This study investigated the relationship of working memory under two types of dynamic assessment methods to the writing abilities of middle school-aged students. The Testof Written Language-Third Edition, Forms A and B (TOWL-3)was administered to heterogeneously grouped, seventh-grade students as pre-and post-test measures of writing. TheSwanson's Cognitive Processing Test (S-CPT) was administered as an intervening measure of working memory using two types of dynamic assessment approaches, graduated prompting (GP)and mediated learning experience (MLE).Working memory is defined as the mechanism by which individuals store and retrieve information needed to perform a particular task and is highly correlated with achievement.Moreover, working memory is hypothesized to underlie the writing process, specifically those processes related to text generation.The results of this study indicate that there was no treatment effect of enhanced working.memory with participants who were administered the S-CPT under either dynamic assessment approach, GP or MLE. However, there was a statistically significant treatment effect for transfer on writing achievement. Students who were administered the SCPT under MLE assessment attained significantly higher positive writing scores than students who were administered the S-CPTunder GP conditions. Calculation of effect size indicated a medium magnitude of effectiveness of the intervention for post-writing scores. Additional results of this study indicated that pre-writing scores were the best predictors of post-writing scores, followed by gain semantic working memory, and MLE treatment. This study has implications for both psychologists and educators who work with students inmulti-ability heterogeneously grouped classes.