Examining Early Composing: Children's Differential Writing Performance Based on Task Context and Scoring Conceptualization

Autor/inn/en	Quinn, Margaret F.; Bingham, Gary E.
Titel	Examining Early Composing: Children's Differential Writing Performance Based on Task Context and Scoring Conceptualization
Quelle	In: Early Education and Development, 33 (2022) 1, S.139-163 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinn, Margaret F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1857167
Schlagwörter	Emergent Literacy; Writing (Composition); Writing Skills; Writing Evaluation; Scoring; Context Effect; Preschool Children; Preschool Education; Literary Genres; Performance Factors; Correlation + Suchen Sie Ihr Suchwort? Frühleseunterricht; Schreibübung; Writing skill; Schreibfertigkeit; Bewertung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Literarische Form; Leistungsindikator; Korrelation
Abstract	Early writing is a foundational component of emergent literacy. Despite recent increases in early writing research, studies often narrowly focus on transcription (i.e., letter and/or name writing, spelling) to the exclusion of their ability to compose or generate ideas and translate into writing. Research investigating composing approaches it in disparate ways without clear conceptual, empirical, or theoretical foundations. Research Findings: The current study sought to better understand early composing. A sample of 133 pre-kindergarten children completed four composing tasks and which were scored in multiple ways to understand relations between multi-perspective scoring systems and determine if children performed differentially based on task. Findings demonstrated that children's performance, across task context and scoring conceptualization, was variable but mostly highly correlated. Further analyses indicated the overreliance of composing scoring methods on understanding children's composing through a transcription lens, with expressed focus upon children's abilities to transcribe within a composing task context. Results indicated that children performed differentially on tasks; however, this variability was dependent upon scoring method. Practice or Policy: Findings have implications for early childhood teachers given curricular and standards-based emphases on composing, despite the field lacking a strong understanding of the development and nature of composing in young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01