Descriptive Writing in Primary School: How Useful Are Linguistic Predictors of Reading?

Karen How and Rebecca F. Larkin

The Journal of Educational Research, 2013, vol. 106, issue 5, 360-371

Abstract: Numerous linguistic factors predict children's reading ability, yet it is unclear whether these same factors predict descriptive writing performance. A model of established single word reading predictors, namely phonological processing, automaticity, morphological awareness, and orthographic knowledge, was constructed. Children between the ages of 6 years 9 months and 10 years 7 months ( N = 58) completed the linguistic measures alongside a picture-prompted prose-writing task. Quality of written content was scored based on 6 elements including ideas and generation and grammar and usage. Regression analyses confirmed the model as a strong predictor of word reading and a weaker but significant predictor of writing. Results are discussed in relation to the effects of instruction and experience on writing development and classroom implications.

Date: 2013
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DOI: 10.1080/00220671.2012.753864

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