Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2014 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Attention-related skills exhibited a unique, statistically significant relation to kindergarten composition fluency (γ = .16, p = .001) in a SEM controlling for literacy, handwriting fluency, and oral language. → 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

Structural equation modeling of data from 265 kindergarten students in 10 schools tested component skills predicting compositional fluency. The attention factor (teacher-rated SWAN) showed a "unique and statistically significant relation" with a standardized coefficient of γ = .16, p = .001; the model accounted for approximately 49% of the variance.

"Attention-related skills (γ = .16, p = .001) exhibited a unique and statistically significant relation to kindergarten composition fluency after controlling for literacy, handwriting fluency, and oral language."

Discussion¶

Learner Variables¶

• Attention — predictor: learners who differ on it differ in outcomes
• Writing Skills — outcome: instruction changes it

Related Claims¶

• A model of kindergarten writing development including an attention factor fits better than a model with only language and literacy factors — related
• Kindergarten attention uniquely predicts both first-grade compositional fluency and quality one year later — related
• Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre — related
• Kindergarten writing fluency does not mediate the relations between kindergarten component skills and first-grade writing outcomes — related
• Spelling and attentiveness are uniquely related to writing conventions of first-grade written composition, but instructional quality is not — related
• Teacher responsiveness is uniquely related to substantive quality of first-grade written composition after accounting for child predictors and other instructional quality variables — related
• Sustained attention positively predicts reading comprehension assessed in group-based school settings — related
• Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables — related
• Letter-writing fluency has a small unique concurrent relation to kindergarten compositional fluency but no significant relation to first-grade writing outcomes — related
• 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