Some Linguistic Relationships between Writing and Reading Abilities at the Primary Level: A Longitudinal Study

Evans, Peter O.; Ollila, Lloyd O.

doi:10.2307/1494639

Cited by 2 publications

(2 citation statements)

References 3 publications

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“…In these studies, the CRT was found to be an effective predictor of both reading and mathematics achievement. Evans and Ollila (1980) found certain linguistic competencies common to both writing and reading performance in primary grades. These results suggest that the subtests of the CRT might be useful predictors of writing achievement.…”

Section: Methodsmentioning

confidence: 96%

Predicting First-Grade Students’ Writing Achievement Using the Canadian Readiness Test and Selected Measures of Cognitive Development

Ollila

Collis

Yore

1986

The Journal of Educational Research

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Section: Methodsmentioning

confidence: 96%

Predicting First-Grade Students’ Writing Achievement Using the Canadian Readiness Test and Selected Measures of Cognitive Development

Ollila

Collis

Yore

1986

The Journal of Educational Research

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“…The predictors of readiness for Grade 1 instruction were the variables included in the Canadian Readiness Test (CRT). This test was developed in 1973[7] and has been extensively validated as an effective predictor of Grade 1 language achievement[8]. The CRT consists of six scales: 1) Technical Language of Literacy, 2) Word Matching, 3) Beginning Sounds, 4) Semantics, 5) Letter Recognition, and 6) Noun Learning Rate.…”

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confidence: 99%

Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

Collis

Ollila

Ollila³

1990

Journal of Educational Computing Research

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Writing to Read (WTR) is an approach to initial language arts instruction which involves a multisensory learning environment including computers. The first Canadian installation of WTR began in two British Columbia school districts in 1985. This article focuses primarily on one of those districts and describes an evaluation of the WTR experience from the time of its planning (1984) until the conclusion of its second year of full operation (1987). The evaluation shows the WTR experience to have a positive impact on some aspects of writing achievement. However, the evaluation also suggests the value of closer scrutiny of the WTR system from more than the criteria of achievement scores.There is no doubt that initial language instruction is a key component of basic education. Vigorous research activity takes place in the language education community over issues involving how to increase the effectiveness of this instruction. Some issues are theoretical: Should instruction be based on a "whole language" or on a "discrete skills" perspective [l]? What is the relationship between the acquisition of reading and writing skills [2]? Other issues relate more to strategies of instruction: How are individual differences among children accommodated in * An earlier version of this article was presented at the annual meeting of the International Association for Computing in Education, San Francisco, April 1989. 41 1 8 1990, Baywood Publishing Co., Inc.

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Some Linguistic Relationships between Writing and Reading Abilities at the Primary Level: A Longitudinal Study

Cited by 2 publications

References 3 publications

Predicting First-Grade Students’ Writing Achievement Using the Canadian Readiness Test and Selected Measures of Cognitive Development

Predicting First-Grade Students’ Writing Achievement Using the Canadian Readiness Test and Selected Measures of Cognitive Development

Writing to Read: An Evaluation of a Canadian Installation of a Computer-Supported Initial Language Environment

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