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ERIC Number: EJ1078018
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
ISSN: ISSN-0002-4805
From Thought to Words to Print: Early Literacy Development in Grade 2
Roessingh, Hetty; Elgie, Susan
Alberta Journal of Educational Research, v60 n3 p576-597 Fall 2014
This study examines the relationship of the underlying skills of printing, spelling and vocabulary choices as they influence the quality of writing at the end of Grade 2. Four classes of Grade 2 (N = 85) writing in response to an expository prompt were scored holistically on a trait based rubric, then scored for spelling accuracy and control/legibility of printing. The samples were then profiled using public domain software to glean insights into the vocabulary children can marshal and mobilize to describe "the ideal zoo." The findings accord well with Berninger's (1994) developmental constraint model of early literacy. The study makes a contribution in highlighting the need for explicit skills instruction (printing and spelling) and the emergent ability of "excellent" young writers to take risks with vocabulary; to demonstrate understanding of register and genre requirements; and to effectively use pre-writing activity (sketching/drawing) as a concrete reference point for transposing thought to word to print.
University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A