Dimensionality of Early Writing in English and Spanish

Autor/inn/en	Salas, Naymé; Caravolas, Markéta
Titel	Dimensionality of Early Writing in English and Spanish
Quelle	In: Journal of Literacy Research, 51 (2019) 3, S.272-292 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salas, Naymé)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-296X
DOI	10.1177/1086296X19858146
Schlagwörter	Writing Skills; Spelling; Spanish; Grade 1; Grade 2; Elementary School Students; Productivity; Longitudinal Studies; Foreign Countries; Contrastive Linguistics; Teaching Methods; Task Analysis; Accuracy; Punctuation; Connected Discourse; Syntax; Form Classes (Languages); Reliability; Factor Analysis; Writing Evaluation; Spain; United Kingdom (England) + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Schreibweise; Spanisch; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Produktivität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Linguistics; Kontrastive Linguistik; Teaching method; Lehrmethode; Unterrichtsmethode; Aufgabenanalyse; Interpunktion; Analytischer Sprachbau; Reliabilität; Faktorenanalyse; Spanien
Abstract	Writing development is understood to be a multidimensional task, heavily constrained by spelling in its early stages. However, most available evidence comes from studies with learners of the inconsistent English orthography, so our understanding of the nature of early writing could be highly biased. We explored writing dimensions in each language by assessing a series of text-based features in children's texts between mid-Grade 1 to mid-Grade 2. Results revealed that two constructs, writing conventions and productivity, emerged in both languages, but the influence of orthographic consistency started to be evident in the later time points. Other constructs of text generation seemed to emerge later and were less stable over time. The article thus highlights the language-general underpinnings of early text-writing development and the impact of orthographic consistency; furthermore, it strengthens the view that some writing components develop before others. We discuss implications for the assessment of early written products. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01