Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres¶
Claim · All claims
Evidence · 1 study · associationalr2·q3·i3large
Currency · newest study 2015 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 Kindergarten lexical literacy skill predicted narrative writing quality (β = .23, p = .01) and expository writing quality (β = .43, p < .001). → 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 · i3 · associational · r2
SEM of the 157-child longitudinal sample; narrative model quote shown. A second model for expository writing found "only kindergarten literacy skill was related (β = .43, p < .001)" while the other kindergarten predictors were not (ps ≥ .18), except that the control variable treatment status was negatively related to expository writing quality (β = −.23, p = .009); the predictors explained 43% of variance.
"Kindergarten literacy (β = .23, p = .01) and oral language (β = .35, p < .001) were both related to narrative writing quality in third grade."
Discussion¶
Learner Variables¶
- Communication Skills — predictor: learners who differ on it differ in outcomes
- Writing Skills — outcome: instruction changes it
Related Claims¶
- Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre — related
- Kindergarten oral language does not uniquely predict third-grade expository writing quality — related
- Kindergarten oral language independently predicts third-grade narrative writing quality — related
- Kindergarten letter writing automaticity is not uniquely predictive of third-grade writing quality — 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
- Third-grade narrative and expository writing quality are distinct but strongly related factors — related
- Kindergarten treatment status was negatively related to third-grade expository writing quality — related
- Set size, crowding and pre-cue use jointly predict literacy, with set size uniquely predicting spelling and pre-cue use uniquely predicting reading — related
- Reading comprehension differentially mediates the relations of discourse oral language and lexical literacy to writing quality in Grade 2 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
kindergarten-lexical-literacy-predicts-writing-quality |
title |
Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres |
description |
Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kim-young-suk-2015 |
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