Descriptive Writing in Primary School: How Useful Are Linguistic Predictors of Reading?

Numerous linguistic factors predict children's reading ability, yet it is unclear whether these same factors predict descriptive writing performance. A model of established single word reading predictors, namely phonological processing, automaticity, morphological awareness, and orthographic kn...

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Bibliographic Details
Published inThe Journal of educational research (Washington, D.C.) Vol. 106; no. 5; pp. 360 - 371
Main Authors How, Karen, Larkin, Rebecca F.
Format Journal Article
LanguageEnglish
Published Bloomington Taylor & Francis Group 03.09.2013
Taylor & Francis Inc
Subjects
Children
Cognitive ability
Elementary education
Elementary school students
language
Linguistics
Morphological processing
Morphophonemics
narrative writing
Phonological awareness
Phonological processing
Prose
Reading
Reading ability
Reading comprehension
Regression analysis
Student writing
word reading
Writing
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Summary:Numerous linguistic factors predict children's reading ability, yet it is unclear whether these same factors predict descriptive writing performance. A model of established single word reading predictors, namely phonological processing, automaticity, morphological awareness, and orthographic knowledge, was constructed. Children between the ages of 6 years 9 months and 10 years 7 months (N = 58) completed the linguistic measures alongside a picture-prompted prose-writing task. Quality of written content was scored based on 6 elements including ideas and generation and grammar and usage. Regression analyses confirmed the model as a strong predictor of word reading and a weaker but significant predictor of writing. Results are discussed in relation to the effects of instruction and experience on writing development and classroom implications.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.2012.753864