Spelling and attentiveness are uniquely related to writing conventions of first-grade written composition, but instructional quality is not¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children's spelling was uniquely related to the writing conventions dimension of written composition (p < .001) after accounting for all other variables in the model. → Kim 2013 q3 i? Children's attentiveness was uniquely related to the writing conventions dimension of written composition (p < .001). → Kim 2013 q3 i? None of the instructional quality variables were uniquely related to the writing conventions outcome (ps ≥ .09) after accounting for child-level predictors. → Kim 2013

Evidence¶

Kim 2013¶

Kim, Y.-S., Al Otaiba, S., Sidler Folsom, J., & Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28(3), 461–469. https://doi.org/10.1016/j.ecresq.2013.01.001

q3 · i? · associational · r3

Multilevel model analysis of 527 first-grade children in 34 classrooms predicting the writing conventions outcome (sum of spelling, mechanics, and handwriting). Spelling and attentiveness were uniquely related; instructional quality variables were not.

"For the writing conventions outcome, children's spelling (p < .001) and attentiveness (p < .001) were uniquely related after accounting for all the other variables in the model."

Kim 2013 (2)¶

Kim, Y.-S., Al Otaiba, S., Sidler Folsom, J., & Gruelich, L. (2013). Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders. Early Childhood Research Quarterly, 28(3), 461–469. https://doi.org/10.1016/j.ecresq.2013.01.001

q3 · i? · associational · r3

Null finding from the same multilevel model: instructional quality in responsiveness, individualization, organization, spelling, writing, and reading comprehension showed no unique relation to writing conventions.

"For the writing conventions outcome, none of the instructional quality variables were uniquely related (ps ≥ .09) after accounting for child-level predictors."

Discussion¶

Learner Variables¶

• Writing Skills — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Approximately 13–14% of total variance in first-grade written composition is attributable to differences among classrooms — 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
• No statistically significant interactions between child-level and instructional quality predictors for either written composition dimension — related
• Kindergarten attention uniquely predicts both first-grade compositional fluency and quality one year later — related
• Kindergarten attention regulation is uniquely and positively related to compositional fluency after controlling for literacy, letter-writing fluency, and oral language — related
• Teacher responsiveness is uniquely related to substantive quality of first-grade written composition after accounting for child predictors and other instructional quality variables — related
• Children's expressive vocabulary is not uniquely related to either dimension of written composition after accounting for other variables — related
• Grammatical knowledge, reading comprehension, letter writing automaticity, and attentiveness are uniquely and positively related to substantive quality of first-grade written composition — related