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Título
Child‐level factors affecting rate of learning to write in first grade
Autor
Facultad/Centro
Área de conocimiento
Título de la revista
British Journal of Educational Psychology
Número de la revista
2
Cita Bibliográfica
Torrance, M., Arrimada, M., & Gardner, S. (2021). Child-level factors affecting rate of learning to write in first grade. British Journal of Educational Psychology, 91(2), 714-734. https://doi.org/10.1111/BJEP.12390
Editorial
John Wiley & Sons
Fecha
2021
ISSN
0007-0998
Resumen
[EN] Background.Written composition requires handwriting, spelling, and text planning skills,all largely learned through school instruction. Students’ rate of learning to compose textin their first months at school will depend, in part, on their literacy-related abilities atschool start. These effects have not previously been explored.Aim.We aimed to establish the effects of various literacy-related abilities on thelearning trajectory of first-grade students as they are taught to write.Sample.179 Spanish first-grade students (94 female, mean age 6.1 years) writing 3,512texts.Method.Students were assessed at start of school for spelling, transcription fluency,letter knowledge, phonological awareness, handwriting accuracy, word reading, and non-verbal reasoning. They were then taught under a curriculum that included researcher-designed instruction in handwriting, spelling, and ideation. Students’ compositionperformance was probed at very regular intervals over their first 13 weeks at school.Results.Controlling for age, overall performance was predicted by spelling, transcrip-tion fluency, handwriting accuracy, word reading, and non-verbal reasoning. Moststudents showed rapid initial improvement, but then much slower learning. Weak spellers(and to a lesser extent less fluent hand-writers) showed weaker initial performance, butthen steady improvement across the study period.
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- info:eu-repo/grantAgreement/MINECO/Programa Estatal de Fomento de la Investigación Científica y Técnica de Excelencia/EDU2015-67484-P/ES/ANALISIS COMPONENCIAL DE LA INSTRUCCION ESTRATEGICA Y AUTORREGULADA EN ESCRITURA: INSTRUCCION Y EVALUACION ON-LINE
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