ERIC Number: ED222921
Record Type: RIE
Publication Date: 1982-Jul
Reference Count: 0
Influences on Children's Writing, 5-9 Years.
A longitudinal study investigated some of the home and school influences on the writing development of 20 children. Data collected in all three phases of the research included measures of preschool oral language development, transcripts and interviews concerning parental and child interest in literacy, classroom observations of primary schooling, tests results, and writing evaluations. Subjects' writing at age 5 was scored according to language level, message quality, and directional principles; at age 7, in accordance with the journalistic features of who, what, when, where, how, and why; and at age 9, holistically. These qualitative measures were submitted to a correlation analysis along with the other measures. None of the measures for oral language correlated significantly with the writing quality measures. The study of writing progress indicated that those parents who were providing experiences relevant to literacy development during the preschool years had a lasting effect. The observed teacher characteristics positively related to progress during the three stages of writing development were those related to the conventions of written representation of language and those related to the content of children's compositions. In an index of scores for good and poor homes and good and poor schools, it appeared that the differences between the contributions of the homes were far greater than those between schools, emphasizing the influence of home literacy experiences. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the United Kingdom Reading Association (19th, Newcastle upon Tyne, England, July 19-23, 1982).