Letter-writing fluency has a small unique concurrent relation to kindergarten compositional fluency but no significant relation to first-grade writing outcomes¶
Claim · All claims
Evidence · 1 study · associationalr2·q2
Currency · newest study 2014 · not yet checked against its sources · 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.
q2 i? Letter-writing fluency was uniquely and positively related to kindergarten composition fluency (γ = .13, p = .047) but exhibited no statistically significant relationship to first-grade fluency or quality (γ = −.05 and −.03, ps > .41). → Kent 2014
Evidence¶
Kent 2014¶
Kent, S., Wanzek, J., Petscher, Y., Al Otaiba, S. S., & Kim, Y.-S. (2014). Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language. Reading and Writing, 27(7), 1163-1188. https://doi.org/10.1007/s11145-013-9480-1
q2 · i? · associational · r2
Longitudinal SEM in the same cohort: the kindergarten letter-writing fluency factor, a significant concurrent predictor in the kindergarten model, showed no unique longitudinal path to first-grade compositional fluency or quality. Equivalence was not tested.
"kindergarten letter-writing fluency exhibited no statistically significant relationship to either first grade outcome (γ = −.05 and −.03, ps > .41)"
Discussion¶
Learner Variables¶
- Writing Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- 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
- 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
- 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 — related
- Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables — related
- Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language — related
- Kindergarten writing fluency does not mediate the relations between kindergarten component skills and first-grade writing outcomes — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
letter-writing-fluency-concurrent-not-longitudinal |
title |
Letter-writing fluency has a small unique concurrent relation to kindergarten compositional fluency but no significant relation to first-grade writing outcomes |
description |
Letter-writing fluency has a small unique concurrent relation to kindergarten compositional fluency but no significant relation to first-grade writing outcomes |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2014 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kent-2014 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.