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ERIC Number: ED602431
Record Type: Non-Journal
Publication Date: 2014
Pages: 26
Abstractor: As Provided
Writing Fluency and Quality in Kindergarten and First Grade: The Role of Attention, Reading, Transcription, and Oral Language
Kent, Shawn; Wanzek, Jeanne; Petscher, Yaacov; Al Otaiba, Stephanie; Kim, Young-Suk
Grantee Submission, Reading and Writing v27 p1163-1188 2014
In the present study, we examined the influence of kindergarten component skills on writing outcomes, both concurrently and longitudinally to first grade. Using data from 265 students, we investigated a model of writing development including attention regulation along with students' reading, spelling, handwriting fluency, and oral language component skills. Results from structural equation modeling demonstrated that a model including attention was better fitting than a model with only language and literacy factors. Attention, a higher-order literacy factor related to reading and spelling proficiency, and automaticity in letter-writing were uniquely and positively related to compositional fluency in kindergarten. Attention and higher-order literacy factor were predictive of both composition quality and fluency in first grade, while oral language showed unique relations with first grade writing quality. Implications for writing development and instruction are discussed. [This article was published in "Reading and Writing" (EJ1039045).]
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: P50HD052120; R305F100005; R305B040074