Developmental Trajectories of Writing Skills in First Grade

Kim, Young-Suk; Puranik, Cynthia S.; Otaiba, Stephanie Al

doi:10.1086/681971

Cited by 42 publications

(16 citation statements)

References 61 publications

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“…Overall, we found that at the end of first grade, there are measurable differences between students with below-average writing skills and those with average and strong skills. This aligns with previous research that demonstrated variability in children’s writing skills as early as kindergarten (Kim et al, 2011) and first grade (Hooper et al, 2011; Kim, Puranik, & Al Otaiba, 2015). The profiles that were found share similarities with previous work on classifying school-age writers (Hooper et al, 2006; Roid, 1994; Wakely et al, 2006); however, there are some notable differences that are discussed.…”

Section: Discussionsupporting

confidence: 91%

An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality

et al. 2017

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To help all students meet the writing expectations of the Common Core State Standards, researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the writing profiles of students including those who have or are at risk for writing disabilities. First-grade students ( N = 391) were assessed at the end of the school year using three writing assessments (spelling, sentence writing fluency, writing achievement). The researchers used latent profile analysis to identify students as fitting into one of five profiles (At Risk, Low Fluency, Low Writing, Average, and Above Average). Students also wrote narrative and descriptive texts that were scored multiple ways. The researchers used confirmatory factor analysis to identify four common factors: quality/length, spelling, mechanics, and syntax. Students in the At Risk profile wrote narratives and descriptions that scored lower on all aspects of writing when compared to students in the Average and Above Average profiles. These findings provide further evidence of the distinct difference among writers as early as first grade, and they offer insight into the characteristics of at-risk writers. The implications of these findings for instruction and assessment and directions for future research are described.

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Section: Discussionsupporting

confidence: 91%

An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality

et al. 2017

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“…A similar achievement gap is observed in children's writing skills. In first grade, children from different SES backgrounds already varied in the quality and productivity of their writing (Kim et al 2015). By the end of high school, students from low-income families scored one standard deviation lower than their peers from middle-or upper-class families in the SAT writing test (CollegeBoard 2013).…”

Section: Literacy Developmentmentioning

confidence: 99%

Identifying Pathways Between Socioeconomic Status and Language Development

Pace

Luo

Hirsh‐Pasek

et al. 2017

Annu. Rev. Linguist.

312

169

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Children from low-income backgrounds consistently perform below their more advantaged peers on standardized measures of language ability, setting long-term trajectories that translate into gaps in academic achievement. Our primary goals in this review are to describe how and why this is so, in order to focus attention on ways to enrich early language experiences across socioeconomic strata. We first review the literature on the relation between socioeconomic status (SES) and language ability across domains in early childhood. We then identify three potential pathways by which SES might influence language development-child characteristics, parent-child interaction, and availability of learning resources-recognizing the complicated interaction between the child's own language learning skill and his/her environmental support. Finally, we review interventions that target these three pathways with an eye toward best practice. Future research should focus on the diversity of contexts in which children acquire language and adopt methods of language measurement that are sensitive to cultural variation.

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“…Our final two measures were the mixed nonbinary measures developed by Masterson and Apel () and used in a number of recent studies (e.g., Bailey, Arciuli, & Stancliffe, ; Clemens et al, ; Kim, Puranik, & Al Otaiba, ; McNeill, Wolter, & Gillon, ; Werfel & Krimm, ). For Spelling Sensitivity Score – Elements ( SSS‐E ), a child's spelling of a word is broken into elements, which for one‐morpheme words like those of the present study are letters or groups of letters that spell a single phoneme.…”

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confidence: 99%

What methods of scoring young children's spelling best predict later spelling performance?

Treiman

Kessler

Caravolas

2018

Journal Research in Reading

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Background Children's spellings are often scored as correct or incorrect, but other measures may be better predictors of later spelling performance. Method We examined seven measures of spelling in Reception Year and Year 1 (5–6 years old) as predictors of performance on a standardised spelling test in Year 2 (age 7). Results Correctness was the best predictor of later spelling by the middle of Year 1, and it significantly outperformed a binary measure of phonological plausibility at the end of Reception Year. Nonbinary measures based on Levenshtein distance were significant predictors of later spelling in the middle of Reception Year and in children who produced no correct spellings. Some widely used scales performed less well with children who did not yet produce any correct spellings. Conclusions Nonbinary measures of spelling performance can predict later spelling performance but for a more restricted period than anticipated based on many theories.

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Developmental Trajectories of Writing Skills in First Grade

Cited by 42 publications

References 61 publications

An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality

An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality

Identifying Pathways Between Socioeconomic Status and Language Development

What methods of scoring young children's spelling best predict later spelling performance?

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