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Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language
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| 2 |
An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
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Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
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Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis.
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Towards an understanding of dimensions, predictors, and gender gap in written composition.
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| 7 |
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.
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Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3.
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| 9 |
The Impact of Transcription Writing Interventions for First-Grade Students.
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| 11 |
A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties.
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| 12 |
Kindergarten Predictors of Third Grade Writing
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Abstract:
The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not independently related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications. ; Kindergarten, Oral Language, Longitudinal, Third grade, Reading, Writing ; Kim, Y.-S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten predictors of third grade writing. Learning and Individual Differences, 37, 27-37.
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URL: http://purl.flvc.org/fsu/fd/FSU_libsubv1_scholarship_submission_1460574988
http://diginole.lib.fsu.edu/islandora/object/fsu%3A291193/datastream/TN/view/Kindergarten%20Predictors%20of%20Third%20Grade%20Writing.jpg
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