![]() According to this model, children’s writing, particularly during beginning phase, is dominated by knowledge-telling approach, in which the child’s writing is transcription of what they know about topic (content knowledge) and genre (i.e., discourse knowledge). Finally, Bereiter and Scardamalia (1987) have proposed another theoretical account for developing writers, the knowledge-telling model. Compared to the simple view of writing, the not-so-simple view of writing explicitly underscores the roles of self-regulatory and attentional processes and working memory. 121), and executive functions and self-regulations – and working memory plays a central role in coordinating and integrating these three parts. According to this model, multiple skills involved in writing are clustered into three primary parts – transcription, text generation (i.e., “mental production of a linguistic message, McCutchen, 2006, p. Juel and her colleagues found that oral language production which captures ideation and spelling which captures transcription were both related to writing for children in grades 1 and 2.Īnother prominent theoretical model of writing is the “not-so-simple view of writing” proposed by Berninger and Winn (2006). Ideation refers to planning, generating, and organizing texts whereas transcription refers to getting the generated texts into print. ![]() Juel, Griffith, and Gough (1986) proposed the simple view of writing in which writing is a function of two necessary component skills, ideation and transcription. Theoretical Models of Writing for Developing Writers A similar approach to research in writing is needed to identify the precursor component skills for writing early on so that teachers may also promote proficient writing and help children meet grade level writing expectations. Furthermore, targeting these early reading skills through intervention is key to preventing future reading failure and promoting successful reading acquisition ( National Research Council, 1998 Torgesen, 1998). Research in the area of reading has provided strong evidence that precursor component skills of reading can be identified (e.g., phonological awareness, alphabet knowledge, oral language see Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004 and the National Early Literacy Panel report, 2008). As expected, the standards become more demanding as children develop such that by grade 3, children are, for instance, expected to write not only stories (or narratives) but also opinion pieces that support a point of view with reasons, and to write informative/explanatory texts that “examine a topic and convey ideas and information clearly.” (p. As such, it is not surprising that the Common Core State Standards, which were adopted by the majority of states in the United States, explicitly lay out expectations for students’ writing skills even as young as kindergarten (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). Despite the critical role of good written communication, recent statistics indicate that only 30% of students in grades 8 and 12 can write at or above a proficient level (National Center for Educational Statistics, 2012). The ability to express one’s thoughts and ideas in writing is critical for success in school, in the workforce, and in participating in modern society. These results are discussed in light of theoretical and practical implications. ![]() In contrast, attention and letter writing automaticity were not directly related to writing quality in either narrative or expository genre. 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. Children’s written compositions were evaluated in terms of writing quality (the extent to which ideas were developed and presented in an organized manner). ![]() Then, they were assessed on writing in third grade using three writing tasks – one narrative and two expository prompts. Children ( N = 157) were assessed on their letter writing automaticity, spelling, oral language, word reading, and attention in kindergarten. 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. ![]()
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