Predictors of students at-risk for writing problems: the development of written expression for early elementary school children Public Deposited

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  • March 21, 2019
Creator
  • Costa, Lara-Jeane Croker
    • Affiliation: School of Education
Abstract
  • In this study, cognitive variables (i.e., transcription skills, working memory, executive functioning, linguistic skills, gender, and ethnicity) were examined to determine which predicted the likelihood of first grade students being at-risk for writing difficulties. The Not-So-Simple View of Writing, developed by Berninger and Winn (2006), was used as a guide to determine which cognitive predictors to investigate. The sample consisted of 101 American first graders from one school district in the southeastern part of the country. These students were administered a battery of measures to assess their writing skills and cognitive processes. Principal axis factoring analyses resulted in eight factors that included 15 of the 18 original measures. The logistic regression results suggested that linguistic coordination, attentional control, nonverbal working memory, and verbal working memory were predictive of at-risk status. Further, a girl's memory and retrieval skill was also a predictor. Educational implications were discussed.
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  • In Copyright
Advisor
  • Greene, Jeffrey
Degree granting institution
  • University of North Carolina at Chapel Hill
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  • Open access
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