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

This study explored how the skills involved in writing were 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 the writing measures for either group. There was a different pattern of significant associations between the transcription skills and the writing measures for the two groups. The results are discussed in terms of the different ways in which a complex task like writing can be accomplished successfully