Impact of first-grade factors on the growth and outcomes of urban schoolchildren's primary-grade writing

• Autores: David L. Coker
• Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 3, 2006, págs. 471-488
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The purpose of this study was to investigate predictors of early writing for low-income, urban students. Drawing on research and theory characterizing literacy development as a complex, integrative process, the author analyzed growth in the descriptive writing of students in Grades 1-3. The participants were 309 low-income children enrolled in 16 urban elementary schools. Descriptive writing samples were collected yearly as students progressed from Grades 1-3. Individual growth modeling indicated that student background, literacy skill, 1st-grade teacher, and 1st-grade classroom environment were predictors of writing quality and output. The results illustrate the complexity of early writing development and signal the importance of a comprehensive, developmental model of writing.