Developmental Trajectories of Writing Skills in First Grade

Autor/inn/en	Kim, Young-Suk; Puranik, Cynthia; Al Otaiba, Stephanie
Titel	Developmental Trajectories of Writing Skills in First Grade
Quelle	In: Elementary School Journal, 115 (2015) 4, S.593-613 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/681971
Schlagwörter	Socioeconomic Status; Language Impairments; Speech Impairments; Child Development; Writing (Composition); Vocabulary; Writing Skills; Correlation; Productivity; Scores; Longitudinal Studies; Grade 1; Elementary School Students; At Risk Students; Poverty; Response to Intervention; Control Groups; Experimental Groups; Comparative Analysis; Decoding (Reading); Prompting; Expressive Language; Spelling; Orthographic Symbols; Reading Comprehension; Student Characteristics; Statistical Analysis; Interaction; Multivariate Analysis; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Socio-economic status; Sozioökonomischer Status; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language handicps; Language impairments; Kindesentwicklung; Schreibübung; Wortschatz; Writing skill; Schreibfertigkeit; Korrelation; Produktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 01; 1. Schuljahr; Schuljahr 01; Armut; Dekodierung; Benutzerführung; Schreibweise; Leseverstehen; Statistische Analyse; Interaktion; Multivariate Analyse
Abstract	We examined growth trajectories of writing and the relation of children's socioeconomic status and language and/or speech impairment to the growth trajectories. First-grade children (N = 304) were assessed on their written composition in the fall, winter, and spring, and their vocabulary and literacy skills in the fall. Children's SES had a negative effect on writing quality and productivity. Children with language and/or speech impairment had lower scores than typically developing children in the quality and productivity of writing. Even after accounting for their vocabulary and literacy skills, students with language and/or speech impairment had lower scores in the quality and organization of writing. Growth rates in writing were not different as a function of children's SES and language/speech impairment status. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01