Exploring the Role of Early-Grade English Learners' Language and Reading Proficiency in Writing Abilities

• In Event: Measuring Reading and Writing Development

Abstract

The primary goal of this study was to examine the relationship between oral language proficiency, reading abilities, and domain-specific vocabulary skills with argumentative writing quality for developing elementary English Learners (ELs). During a prior larger study, three diverse assessments were used to measure EL's writing proficiencies, including WIDA's general ACCESS assessment of English writing skills, a social studies argumentative prompt assessment, and a science argumentative prompt assessment. The data from first and second-grader’s (N = 633) writing samples were analyzed using hierarchical linear modeling. These findings provide needed information about how foundational literacy skills may impact EL's writing abilities and have important implications for writing instruction in both content areas and literacy spaces.

Authors

• Bethany P. Lewis, University of Alabama

• Jackie E. Relyea, North Carolina State University