In this study, we examined burst length and its relation with working memory, attentional control, transcription skills, discourse oral language, and writing quality, using data from English-speaking children in Grade 2 (N = 177; M_age = 7.19). Results from structural equation modeling showed that burst length was related to writing quality after accounting for transcription skills, discourse oral language, working memory, and attentional control. Burst length completely mediated the relations of attentional control and handwriting fluency to writing quality, whereas it partially mediated the relations of working memory and spelling to writing quality. Discourse oral language had a suppression effect on burst length but was positively and independently related to writing quality. Working memory had an indirect relation to burst length via transcription skills, whereas attentional control had a direct and indirect relation. These results suggest roles of domain-general cognitions and transcription skills in burst length, and reveal the nature of their relations to writing quality.

在这项研究中，我们使用来自二年级讲英语儿童的数据（N = 177；M_年龄= 7.19）。结构方程模型的结果表明，在考虑了转录技巧、话语口语、工作记忆和注意力控制后，突发长度与写作质量有关。突发长度完全调节了注意力控制和手写流畅性与书写质量的关系，而它部分调节了工作记忆和拼写与书写质量的关系。话语口头语言对突发长度有抑制作用，但与写作质量正相关且独立。工作记忆通过转录技能与爆发长度有间接关系，而注意力控制则有直接和间接的关系。这些结果表明领域一般认知和转录技能在突发长度中的作用，