A thematic-cognitive perspective for exploring the writing skills of children: a textual analysis using ENA
These findings highlight important nuances in children's writing development. Recognizing subject-specific, developmental, and gender-related cognitive differences can inform more personalized and effective writing instruction.
Authors
- Tiong‐Thye Goh (ORCID: https://orcid.org/0000-0001-7810-4406)
- H. Li (ORCID: https://orcid.org/0009-0006-0710-9633)
- Shiqi Yu (ORCID: https://orcid.org/0000-0002-5213-5877)
- Dexin Chen (ORCID: https://orcid.org/0000-0001-5462-3551)
- Liqin Pan
- Bing Yang (ORCID: https://orcid.org/0000-0002-3256-8405)
- Ting Song (ORCID: https://orcid.org/0000-0002-9290-5397)
- Jinfeng Zhang (ORCID: https://orcid.org/0009-0005-6167-7634)
- Yuan Gong (ORCID: https://orcid.org/0009-0007-8214-9827)
Institutions
- Wuhan University (CN)
- Victoria University of Wellington (NZ)
- Wuhan College (CN)
- Wuhan Business University (CN)
- Hubei University (CN)
Publication Details
- Journal
- Frontiers in Psychology
- Published
- 2025-08-11
- DOI
- https://doi.org/10.3389/fpsyg.2025.1494111
- Primary Topic
- Writing and Handwriting Education
- Type
- article
- Field-Weighted Citation Impact
- 0.00
Funders
- Hubei Provincial Department of Education
- Ministry of Education of the People's Republic of China