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. Author manuscript; available in PMC: 2022 Jun 9.

Published in final edited form as: J Educ Psychol. 2021 Oct 11;114(2):215–238. doi: 10.1037/edu0000564

Figure 4. — Alternative models of the relation of reading comprehension to written composition, which were fitted to each of the three dimensions of written composition, writing quality, writing productivity, and correctness in writing. Black lines represent predictive paths (the red line indicates how the alternative models differ), and gray lines represent covariances. Comp = comprehension; Lang = language; Lexical literacy = Word reading and spelling; Pers = perspective taking (theory of mind); Monitor = comprehension monitoring; Attention = Attentional control.

Figure 4. — Alternative models of the relation of reading comprehension to written composition, which were fitted to each of the three dimensions of written composition, writing quality, writing productivity, and correctness in writing. Black lines represent predictive paths (the red line indicates how the alternative models differ), and gray lines represent covariances. Comp = comprehension; Lang = language; Lexical literacy = Word reading and spelling; Pers = perspective taking (theory of mind); Monitor = comprehension monitoring; Attention = Attentional control.