Writing Proficiency Level and Writing Development of Low-Achieving Adolescents: The Roles of Linguistic Knowledge, Fluency, and Metacognitive Knowledge

Autor/inn/en	Trapman, Mirjam; van Gelderen, Amos; van Schooten, Erik; Hulstijn, Jan
Titel	Writing Proficiency Level and Writing Development of Low-Achieving Adolescents: The Roles of Linguistic Knowledge, Fluency, and Metacognitive Knowledge
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 4, S.893-926 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Trapman, Mirjam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9818-9
Schlagwörter	Foreign Countries; Middle School Students; Adolescents; Writing Skills; Writing Achievement; Low Achievement; Writing (Composition); Minority Group Students; Longitudinal Studies; Language Proficiency; Metacognition; Language Fluency; Language Minorities; Individual Differences; Receptive Language; Grammar; Knowledge Level; Sentences; Reading Rate; Predictor Variables; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Writing skill; Schreibfertigkeit; Unterdurchschnittliche Leistung; Schreibübung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Language skill; Language skills; Sprachkompetenz; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Sprachminderheit; Individueller Unterschied; Rezeptive Kommunikationsfähigkeit; Grammatik; Wissensbasis; Sentence analysis; Satzanalyse; Reading readiness; Reading speed; Lesegeschwindigkeit; Prädiktor; Niederlande
Abstract	In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (1) linguistic knowledge, (2) metacognitive knowledge, and (3) linguistic fluency in predicting both the level and development of writing proficiency were assessed. Low-achieving students improved in writing proficiency, the language-minority students more so than the native-Dutch students. Regarding the level of writing proficiency, individual differences between low achieving adolescents could be accounted for by receptive vocabulary, grammatical knowledge, and speed of sentence verification, suggesting that these are important components in low-achieving adolescents' writing. Regarding development in writing proficiency, grammatical knowledge predicted variation between low-achieving students. Explanations and educational implications of these findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01