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An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
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Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade.
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Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Examining the contribution of handwriting and spelling to written expression in kindergarten children.
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Abstract:
In this study, we examined the development of beginning writing skills in kindergarten children and the contribution of spelling and handwriting to these writing skills after accounting for early language, literacy, cognitive skills, and student characteristics. Two hundred and forty two children were given a battery of cognitive, oral language, reading, and writing measures. They exhibited a range of competency in spelling, handwriting, written expression, and in their ability to express ideas. Handwriting and spelling made statistically significant contributions to written expression, demonstrating the importance of these lower-order transcription skills to higher order text-generation skills from a very early age. The contributions of oral language and reading skills were not significant. Implications of these findings for writing development and instruction are addressed. ; P50 HD052120, P50 HD052120-05 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3474373.
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URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330523/datastream/TN/view/Examining%20the%20contribution%20of%20handwriting%20and%20spelling%20to%20written%20expression%20in%20kindergarten%20children.jpg http://purl.flvc.org/fsu/fd/FSU_pmch_23087544 https://doi.org/10.1007/s11145-011-9331-x
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Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments
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Towards an understanding of dimensions, predictors, and gender gap in written composition.
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Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.
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The Impact of Transcription Writing Interventions for First-Grade Students.
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The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
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Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
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The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
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Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
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The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention
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Relations among student attention behaviors, teacher practices, and beginning word reading skill.
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