Kindergarten letter writing automaticity is not uniquely predictive of third-grade writing quality¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Kindergarten letter writing automaticity was not independently related to narrative (β = −.07, p = .43) or expository writing quality. → 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 of the 157-child longitudinal sample; letter writing automaticity was measured as correctly written lower-case letters in one minute (inter-rater agreement .99). The quote reports the null path for narrative; the expository model also found other predictors not related.

"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¶

• Writing Skills — outcome: instruction changes it

Related Claims¶

• Kindergarten lexical literacy (word reading and spelling) predicts third-grade writing quality in both narrative and expository genres — related
• Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre — related
• Kindergarten oral language independently predicts third-grade narrative writing quality — related
• Kindergarten oral language does not uniquely predict third-grade expository writing quality — a narrower finding that bears on this claim
• Kindergarten treatment status was negatively related to third-grade expository writing quality — related