The three emergent writing factors show distinct patterns of relations to general cognitive, language, and emergent literacy measures¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Conceptual and Procedural Knowledge correlated moderately to highly with all four non-writing measures, whereas Generative Knowledge correlated only with Print Knowledge and Phonological Awareness. → Puranik 2014 q3 i? Only Print Knowledge predicted unique variance in the Generative Knowledge factor (R2 = 0.03), suggesting largely different developmental origins for that domain. → Puranik 2014 (2)

Evidence¶

Puranik 2014¶

Puranik, C. S., & Lonigan, C. J. (2014). Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Reading Research Quarterly, 49(4). https://doi.org/10.1002/rrq.79

q3 · i? · associational · r2

Correlations between the three emergent writing factors and the three TOPEL subtests plus WPPSI-III Block Design were computed for the full sample of 372 children. The Generative Knowledge factor "was only correlated with the Print Knowledge and Phonological Awareness subtests of the TOPEL."

"both the Conceptual Knowledge and Procedural Knowledge factors were moderately to highly correlated with all four measures; however, the Generative Knowledge factor was only correlated with the Print Knowledge and Phonological Awareness subtests of the TOPEL."

Puranik 2014 (2)¶

Puranik, C. S., & Lonigan, C. J. (2014). Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework. Reading Research Quarterly, 49(4). https://doi.org/10.1002/rrq.79

q3 · i? · associational · r2

Structural models estimated semi-partial correlations of TOPEL and Block Design subtests onto each writing factor. Unique variance was R2 = 0.32 for Conceptual Knowledge, R2 = 0.42 for Procedural Knowledge, and only "Print Knowledge predicted unique variance in the Generative Knowledge factor (R2 = 0.03)."

"The Block Design, Definitional Vocabulary, and Print Knowledge subtests predicted unique variance in the Conceptual Knowledge factor (R2 = 0.32). The Block Design and Print Knowledge subtests predicted unique variance in the Procedural Knowledge factor (R2 = 0.42). Only Print Knowledge predicted unique variance in the Generative Knowledge factor (R2 = 0.03)."

Discussion¶

Related Claims¶

• Preschool emergent writing skills are best described by three correlated but distinct factors: Conceptual Knowledge, Procedural Knowledge, and Generative Knowledge — related
• The same three-factor model of emergent writing fits both younger and older preschool children despite skill-level differences — related
• Preschoolers' writing and writing-related skills increase significantly between ages 3 and 5 on letter, name, and CVC word tasks — related