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Kindergarten Predictors of Third Grade Writing.

Title: Kindergarten Predictors of Third Grade Writing.
Name(s): Kim, Young-Suk, author
Al Otaiba, Stephanie, author
Wanzek, Jeanne, author
Type of Resource: text
Genre: Text
Date Issued: 2015-01-01
Physical Form: computer
online resource
Extent: 1 online resource
Language(s): English
Abstract/Description: The primary goal of the present study was to examine the relations of kindergarten transcription, oral language, word reading, and attention skills to writing skills in third grade. Children (N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. Then, they were assessed on writing in third grade using three writing tasks - one narrative and two expository prompts. Children's written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). Structural equation modeling showed that kindergarten oral language and lexical literacy skills (i.e., word reading and spelling) were independently predicted third grade narrative writing quality, and kindergarten literacy skill uniquely predicted third grade expository writing quality. In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. These results are discussed in light of theoretical and practical implications.
Identifier: FSU_pmch_25642118 (IID), 10.1016/j.lindif.2014.11.009 (DOI), PMC4308812 (PMCID), 25642118 (RID), 25642118 (EID)
Keywords: Kindergarten, Longitudinal, Oral Language, Reading, Third grade, Writing
Grant Number: P50 HD052120
Publication Note: This NIH-funded author manuscript originally appeared in PubMed Central at
Persistent Link to This Record:
Host Institution: FSU
Is Part Of: Learning and individual differences.
Issue: vol. 37

Choose the citation style.
Kim, Y. -S., Al Otaiba, S., & Wanzek, J. (2015). Kindergarten Predictors of Third Grade Writing. Learning And Individual Differences. Retrieved from