A new study has examined the role of several cognitive functions in young students learning to write English, their second language. The study conducted a battery of cognitive tests, gauged the writing skills of the students and then tested the functions again. Working memory, or how we store thoughts we want to convey, was shown to be the most significant predictor of writing ability. Other cognitive functions like phonological awareness and oral language development increased as the students aged, but were not associated with improved writing. The results not only help us understand how English learners, a growing population, learn to write, but can help educators design better interventions to help the students, researchers argue.
