Letter writing automaticity is marginally related to spelling (b = .11, p = .06) but not uniquely related to word reading (b = -.07, p = .28) in kindergartners¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2013 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? In structural equation modeling, letter writing automaticity was not related to word reading but was marginally related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. → Kim 2013
Evidence¶
Kim 2013¶
Kim, Y.-S., Al Otaiba, S., Puranik, C., Sidler Folsom, J., & Gruelich, L. (2013). The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners. Reading and Writing. https://doi.org/10.1007/s11145-013-9440-9
q3 · i? · associational · r2
Structural equation modeling with 242 kindergartners tested letter writing automaticity's unique relations to word reading and spelling. The spelling relation was weak (standardized b = .11) and barely missed the conventional significance level; the word-reading path was b = −.07. These standardized path coefficients are the printed magnitudes; they are not converted to a d-type effect size here, so impact is left uncoded.
"Letter writing automaticity was not related to word reading ( b =- .07, p = .28), but marginally related to spelling ( b = .11, p = .06)."
Discussion¶
Learner Variables¶
- Writing Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Phonological awareness and alphabet knowledge fluency are each uniquely related to both word reading and spelling in kindergartners — related
- Vocabulary is uniquely and positively related to word reading and spelling in kindergartners after accounting for phonological awareness, alphabet knowledge fluency, and letter writing automaticity — related
- Different types of handwriting interventions produce equivalent gains in handwriting legibility and fluency — related
- Letter-writing fluency has a small unique concurrent relation to kindergarten compositional fluency but no significant relation to first-grade writing outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
letter-writing-automaticity-marginal-spelling-not-word-reading |
title |
Letter writing automaticity is marginally related to spelling (b = .11, p = .06) but not uniquely related to word reading (b = -.07, p = .28) in kindergartners |
description |
Letter writing automaticity is marginally related to spelling (b = .11, p = .06) but not uniquely related to word reading (b = -.07, p = .28) in kindergartners |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-07 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kim-2013 |
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