Predicting Writing for Struggling Second-Grade Students

• In Event: 21.052 - Literacy Research in the Elementary School

Abstract

Little is known about the predictors of writing performance, particularly for young struggling learners. Based on previous literature, this study examines the role of gender, handwriting, language status, spelling, and vocabulary in predicting the writing performance of struggling second grade students in a school district in the southern U.S. Sixty-seven second grade students who were classified as struggling writers participated in the study. In contrast with previous studies, a multiple regression analysis revealed that only spelling was a significant predictor of writing whereas gender, handwriting, language status, and vocabulary were found to be not significant. The results of these findings suggest that for struggling writers, spelling interventions may be of priority and result in subsequent gains in writing.

Authors

• Keith Mathew Graham, Texas A&M University - College Station

• Stephanie Michelle Moody, Texas A&M University - College Station

• Mahjabin Chowdhury, Texas A&M University - College Station

• Xueyan Hu, Texas A&M University - College Station

• Michele L Norton, Texas A&M University - College Station

• Sophia Galvin, Texas A&M University - College Station

• Layne Poole, Texas A&M University - College Station

• Mallory Everett, Texas A&M University - College Station

• Madison Paul

• Li-Jen Kuo, Texas A&M University - College Station

• L. Quentin Dixon, Texas A&M University - College Station