Kindergarten oral language does not uniquely predict third-grade expository writing quality¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2015 · checked against its sources 2026-10-19 (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? For expository writing quality, among the kindergarten skill predictors only lexical literacy was uniquely related; oral language, attention and letter writing automaticity were not (ps ≥ .18). The kindergarten treatment-status control was negatively related (β = −.23, p = .009). → 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
Structural equation model for expository writing quality in the same longitudinal sample (N = 157), with good fit (CFI = .95; RMSEA = .055). The quote shows oral language was not uniquely predictive; no effect size was printed for the null paths. The article adds one exception among the controls: kindergarten treatment status was negatively related to expository writing quality (β = −.23, p = .009).
"As shown in Figure 2, only kindergarten literacy skill was related (β = .43, p < .001) whereas the other predictors were not (ps ≥ .18)."
Discussion¶
Learner Variables¶
- Communication Skills — predictor: learners who differ on it differ in outcomes
- Oral Language — predictor: learners who differ on it differ in outcomes
- 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 oral language independently predicts third-grade narrative writing quality — related
- Third-grade narrative and expository writing quality are distinct but strongly related factors — related
- Kindergarten oral language is uniquely related to first-grade writing quality but not to compositional fluency — related
- Kindergarten treatment status was negatively related to third-grade expository writing quality — reports the opposite
- Reading comprehension measured with open questions uniquely predicts integration while cloze-measured comprehension does not — related
- Kindergarten attention is not uniquely predictive of third-grade writing quality in either genre — related
- Kindergarten letter writing automaticity is not uniquely predictive of third-grade writing quality — a broader claim this one bears on
- A model of kindergarten writing development including an attention factor fits better than a model with only language and literacy factors — reports the opposite
- Discourse oral language is strongly related to writing quality and reading comprehension but unrelated to writing productivity in Grade 2 — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
oral-language-not-predictive-expository-writing |
title |
Kindergarten oral language does not uniquely predict third-grade expository writing quality |
description |
Kindergarten oral language does not uniquely predict third-grade expository writing quality |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
source_checked |
2026-10-19 |
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 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.