A model of kindergarten writing development including an attention factor fits better than a model with only language and literacy factors¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? A SEM including attention fit statistically significantly better than a model constraining attention paths to zero (Δχ2 = 73.5, df = 4, p < .001). → Kent 2014

Evidence¶

Kent 2014¶

Kent, S., Wanzek, J., Petscher, Y., Al Otaiba, S. S., & Kim, Y.-S. (2014). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Reading and Writing, 27(7), 1163-1188. https://doi.org/10.1007/s11145-013-9480-1

q2 · i? · associational · r2

Chi-square difference test comparing two SEMs of kindergarten writing production in the same 265-student sample: one with the attention factor free, one with all covariances with and direct paths from attention constrained to 0. The difference test supported including attention.

"The model including attention had a statistically significant better fit than a model without this factor (Δχ2 = 73.5, df = 4, p < .001) supporting its inclusion."

Discussion¶

Related Claims¶

• A higher-order early literacy factor (reading and spelling) is uniquely and positively related to kindergarten compositional fluency and first-grade writing fluency and quality — related
• Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language — related
• Kindergarten attention uniquely predicts both first-grade compositional fluency and quality one year later — related
• Kindergarten oral language does not uniquely predict third-grade expository writing quality — reports the opposite