Return to search

Exploring Predictors of Performance on a Curriculum-based Measure of Written Expression

The role of gender, handwriting automaticity, reading proficiency, and verbal working memory in grade 4 and 5 students‟ (N = 42; 23 boys) performance on a curriculum-based measure of narrative writing was examined. Three outcomes were measured: total words written, correct minus incorrect word sequences (accurate production of spelling and grammar in-text), and composition quality. Gender (girls > boys) and handwriting automaticity were significant predictors of total words written, and gender (girls > boys), reading proficiency, and grade (5 > 4) significantly predicted correct minus incorrect word sequences scores. Total words written was the only significant predictor of composition quality. The results suggest that reading proficiency and handwriting automaticity should be assessed alongside written expression in order to identify children at risk for writing difficulties and to inform instructional recommendations for these individuals.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/30063
Date28 November 2011
CreatorsAitken, Madison Lee
ContributorsMartinussen, Rhonda
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
Languageen_ca
Detected LanguageEnglish
TypeThesis

Page generated in 0.0019 seconds