Child‐level factors affecting rate of learning to write in first grade
Bibliographic Data
| ID | 9615051 |
|---|---|
| Authors | Morag Torrance (0000-0002-5305-4315, Department of Psychology School of Social Sciences Nottingham Trent University Nottingham UK, corresponding author), María Arrimada (0000-0002-1685-5535, Departmento de Psicología Sociología y Filosofía Facultad de Educación Universidad de León León Spain), Susan Gardner (0000-0003-3443-7844, Department of Psychology School of Social Sciences Nottingham Trent University Nottingham UK) |
| Year | 2021 |
| Volume | 91 |
| Issue | 2 |
| Pages | 714-734 |
| Publication date | 2021-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12390 |
| PMID | 33236364 |
| OpenAlex | W3109661496 |
| Language | EN |
| Citations received | 2 |
| References cited | 48 |
BACKGROUND: Written composition requires handwriting, spelling, and text planning skills, all largely learned through school instruction. Students' rate of learning to compose text in their first months at school will depend, in part, on their literacy-related abilities at school start. These effects have not previously been explored. AIM: We aimed to establish the effects of various literacy-related abilities on the learning trajectory of first-grade students as they are taught to write. SAMPLE: 179 Spanish first-grade students (94 female, mean age 6.1 years) writing 3,512 texts. METHOD: Students were assessed at start of school for spelling, transcription fluency, letter knowledge, phonological awareness, handwriting accuracy, word reading, and non-verbal reasoning. They were then taught under a curriculum that included researcher-designed instruction in handwriting, spelling, and ideation. Students' composition performance was probed at very regular intervals over their first 13 weeks at school. RESULTS: Controlling for age, overall performance was predicted by spelling, transcription fluency, handwriting accuracy, word reading, and non-verbal reasoning. Most students showed rapid initial improvement, but then much slower learning. Weak spellers (and to a lesser extent less fluent hand-writers) showed weaker initial performance, but then steady improvement across the study period. CONCLUSION: Transcription ability at school entry affects response to writing instruction
Curriculum · Developmental psychology · Fluency · Handwriting · Learning to read · Linguistics · Literacy · Mathematics education · Pedagogy · Phonological awareness · Spelling · Transcription (linguistics) · Artificial Intelligence · Cognitive and developmental aspects of mathematical skills · Computer Science · Psychology · Reading and Literacy Development · Writing and Handwriting Education
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A capacity theory of writing
Relations between socio‐cultural factors, the home literacy environment and children's literacy development in the first years of primary education
Fitting Linear Mixed-Effects Models Using lme4
A general and simple method for obtaining R 2 from generalized linear mixed‐effects models
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders
Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool children
Phonemic Segmentation, Not Onset‐Rime Segmentation, Predicts Early Reading and Spelling Skills
Effects of teaching planning strategies to first-grade writers
Predictors of writing competence in 4- to 7-year-old children
Children's Writing at 7 Years
Multimodel Inference
| Citations per year | 0.5 |
|---|---|
| Citation span | 2022 - 2023 (2) |
| Highly cited | No |