Intraindividual Differences in Levels of Written Language

Berninger, Virginia W.; Mizokawa, Donald T.; Bragg, Russell M.; Cartwright, Ana; Yates, Cheryl M.

doi:10.1080/1057356940100307

Cited by 36 publications

(30 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In three other studies, intraindividual differences in levels of written language affected the text-generation process, which can be further subdivided into processes at the word, sentence, and text (paragraph and discourse) levels. In three different intermediate grade samples, an individual's word skill did not predict the individual's sentence or text skills; and an individual's sentence skills did not predict the individual's text skills (Berninger, Mizokawa, Bragg, Cartwright, and Yates, 1994b;Whitaker, Berninger, Johnston, and Swanson, 1994). In yet another study, one level of language explained only 4-26% of the variance in another level of language when the writing of undergraduates was assessed at the word, sentence, and paragraph levels (Benton and Kiewra, 1986, see Table 2).…”

Section: Modification Of Hayes and Flower Model Of Skilled Adult Writmentioning

confidence: 75%

A process model of writing development across the life span

1996

Self Cite

View full text Add to dashboard Cite

Section: Modification Of Hayes and Flower Model Of Skilled Adult Writmentioning

confidence: 75%

A process model of writing development across the life span

1996

Self Cite

View full text Add to dashboard Cite

“…Second, studies on writing in elementary school children have shown that young writers must first develop a solid foundation in lower-order transcription skills (i.e., handwriting, spelling, and punctuation) before they can divert resources to the higher-level processes of planning and revising (e.g., Berninger, 2000; Berninger, Mizokawa, Bragg, Cartwright, & Yates, 1994; Graham, 1997). That is, elementary school children who struggle with handwriting, spelling, or punctuation have less cognitive resources to devote to composition (McCutchen, 1988).…”

Section: Discussionmentioning

confidence: 99%

From scribbles to scrabble: preschool children’s developing knowledge of written language

2009

View full text Add to dashboard Cite

The purpose of this study was to concurrently examine the development of written language across several writing tasks and to investigate how writing features develop in preschool children. Emergent written language knowledge of 372 preschoolers was assessed using numerous writing tasks. The findings from this study indicate that children possess a great deal of writing knowledge before beginning school. Children appear to progress along a continuum from scribbling to conventional spelling, and this progression is linear and task dependent. There was clear evidence to support the claim that universal writing features develop before language-specific features. Children as young as 3 years possess knowledge regarding universal and language-specific writing features. There is substantial developmental continuity in literacy skills from the preschool period into early elementary grades. Implications of these findings on writing development are discussed.

show abstract

“…Cross-sectional research has shown that developing writers exhibit intra-individual differences in their relative abilities for writing at the word (spelling and vocabulary), sentence, and text levels (Berninger, Mizokawa, Bragg, Cartwright, & Yates, 1994; Whitaker, Berninger, Johnston, & Swanson, 1994) and use a variety of different text level structures in composing that change across development (Berninger, Fuller, & Whitaker, 1996; Fuller, 1995). However, relatively little research has examined the relationships among strategies used to compose the very next sentence (Level 1 translation) and to compose the evolving overall discourse structure (Level II translation).…”

Section: Theoretical Framework For Writing Assessment-instruction mentioning

confidence: 99%

Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction

Jones¹,

Berninger²

2016

OJML

View full text Add to dashboard Cite

Three new approaches to writing assessment are introduced. First, strategies for generating the very next sentence are assessed in reference to the local level as well as the evolving text level of composing in progress. Second, strategies for translating thought into written language are coded with transcription (spelling) skill—low, average, or high—held constant. Third, instead of describing composing skill in reference to a single normed score for age or grade in a standardization sample at a static time in development, translation is studied longitudinally when children are in grades 1, 3, and 5 (ages 6, 8, 10) or grades 3, 5, and 7 (ages 8, 10, 12). Applications of the results are discussed for assessment and instruction grounded in levels and generativity of written language and normal variation in typically developing writers.

show abstract

Intraindividual Differences in Levels of Written Language

Cited by 36 publications

References 11 publications

A process model of writing development across the life span

A process model of writing development across the life span

From scribbles to scrabble: preschool children’s developing knowledge of written language

Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction

Contact Info

Product

Resources

About