Contributions of Morphological Skill to Children's Essay Writing

Autor/inn/en	Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.
Titel	Contributions of Morphological Skill to Children's Essay Writing
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 29 (2016) 1, S.47-68 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-015-9579-7
Schlagwörter	Essays; Childrens Writing; Morphology (Languages); Writing Skills; Correlation; Task Analysis; Grade 5; Grade 8; Comprehension; Writing Achievement; Writing Ability; Predictive Validity; Predictor Variables + Suchen Sie Ihr Suchwort? Essay; Aufsatzunterricht; 'Children''s writing; Writing; Child; Children; Children''s writings'; Kinderschrift; Schreibstil; Kind; Kinder; Morphology; Morphologie; Writing skill; Schreibfertigkeit; Korrelation; Aufgabenanalyse; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Verstehen; Verständnis; Schreibkompetenz; Prädiktor
Abstract	Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01