From Thought to Words to Print

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

Developmental psychology · Linguistics · Literacy · Mathematics education · Pedagogy · Education and Technology Integration · Philosophy · Psychology · Reading and Literacy Development · Writing and Handwriting Education