Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Kindergarten attentiveness was not independently related to narrative (β = .03, p = .77) or expository writing quality after accounting for other predictors. → Kim Young-Suk 2015

Evidence¶

Kim Young-Suk 2015¶

Kim Young-Suk, Al Otaiba Stephanie, Wanzek Jeanne. (2015). Kindergarten Predictors of Third Grade Writing. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2014.11.009

q3 · i? · associational · r2

SEM results from the longitudinal sample using teacher-rated SWAN attention (α = .91). The quote reports the nonsignificant attention path for narrative (β = .03, p = .77); in the expository model only kindergarten literacy was related (β = .43, p < .001) and attention was among the predictors not related (ps ≥ .18), with one exception among the controls: treatment status was negatively related to expository writing quality (β = −.23, p = .009). The expository attention coefficient is shown only in Figure 2.

"In contrast, kindergarten attentiveness (β = .03, p = .77) and letter writing automaticity (β = −.07, p = .43) were not independently related to narrative writing quality after accounting for kindergarten literacy, oral language skills, free and reduced lunch status, and treatment status."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Kindergarten attention uniquely predicts both first-grade compositional fluency and quality one year later — related
• Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language — related
• Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres — related
• Kindergarten letter writing automaticity is not uniquely predictive of third-grade writing quality — related
• Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables — related
• Kindergarten oral language does not uniquely predict third-grade expository writing quality — related
• Kindergarten treatment status was negatively related to third-grade expository writing quality — 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