Componential skills of beginning writing: An exploratory study

被引：149

作者：

Kim, Young-Suk ^{[1
]}

Al Otaiba, Stephanie ^{[1
]}

Puranik, Cynthia ^{[1
]}

Folsom, Jessica Sidler ^{[1
]}

Greulich, Luana ^{[1
]}

Wagner, Richard K. ^{[1
]}

机构：

[1] Florida State Univ, Tallahassee, FL 32306 USA

来源：

LEARNING AND INDIVIDUAL DIFFERENCES | 2011年 / 21卷 / 05期

关键词：

Component skills; Kindergartners; Oral language; Structural equation modeling; Beginning writing; CURRICULUM-BASED MEASUREMENT; WRITTEN LANGUAGE; READING-COMPREHENSION; DEVELOPMENTAL SKILLS; TECHNICAL FEATURES; WORKING-MEMORY; PRIMARY-GRADE; CHILDREN; INSTRUCTION; LITERACY;

D O I：

10.1016/j.lindif.2011.06.004

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading, and word- and syntax-level oral language skills in writing. The results from structural equation modeling revealed that oral language, spelling, and letter writing fluency were positively and uniquely related to writing skill after accounting for reading skills. Reading skill was not uniquely related to writing once oral language, spelling, and letter writing fluency were taken into account. These findings are discussed from a developmental perspective. (C) 2011 Published by Elsevier Inc.

引用

页码：517 / 525

页数：9

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