Kindergarten Predictors of Third Grade Writing.
Kindergarten Predictors of Third Grade Writing.
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DOI：
10.1016/j.lindif.2014.11.009
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发表时间：
2015-01-01
影响因子：
3.6
通讯作者：
Wanzek, Jeanne
中科院分区：
文献类型：
--
作者：
Kim, Young-Suk;Al Otaiba, Stephanie;Wanzek, Jeanne
本研究的主要目的是探讨幼儿园三年级学生的抄写、口语、文字阅读、注意力技能与写作技能的关系。儿童（N = 157）进行了评估，他们的写信自动性，拼写，口语，字阅读，并在幼儿园的注意力。然后，他们在三年级的写作评估使用三个写作任务-一个叙述和两个简短的提示。儿童的书面作文是根据写作质量（思想的发展程度和有组织的方式）进行评估的。结构方程模型表明，幼儿园的口语和词汇识字技能（即，单词阅读和拼写）可以独立预测三年级的叙事写作质量，而幼儿园识字技能可以唯一预测三年级的说明文写作质量。与此相反，注意力和写作自动性没有直接关系的写作质量，无论是叙事或散文体裁。这些结果进行了讨论，在理论和实践的影响。
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 directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
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影响因子：
4.9
作者：
Berninger, Virginia W.;Abbott, Robert D.
通讯作者：
Abbott, Robert D.
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