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Struggling writers in elementary school: Capturing drivers of performance

Dockrell, JE; Connelly, V; Arfè, B; (2019) Struggling writers in elementary school: Capturing drivers of performance. Learning and Instruction , 60 pp. 75-84. 10.1016/j.learninstruc.2018.11.009. (In press).

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Abstract

Conceptualising the difficulties experienced by struggling writers in middle elementary school is of both theoretical and practical importance. To further our understanding of the problems experienced by struggling writers we aimed to identify the writing measure which best discriminated struggling writers from their peers, and the proximal and distal factors which contributed to performance. The performance of 96 students (Mean age 10; 4), 39 of whom were independently identified as struggling writers using a norm referenced standardised test, was examined at word, sentence, and text level. Standardised measures of transcription, oral language and working memory were collected. The extent to which independent product and process writing measures accurately identified the students was tested using ROC analyses. The skills which underpinned performance were examined using regression analyses and path analysis. Written sentence generation was the most sensitive and specific measure to identify struggling writers at this point in development and, was concurrently predicted by both oral sentence level skills, handwriting fluency and listening span. Path models demonstrated that oral language contributed both directly and indirectly to sentence level writing. Implications for developmental models of writing and support for struggling writers are discussed.

Type: Article
Title: Struggling writers in elementary school: Capturing drivers of performance
DOI: 10.1016/j.learninstruc.2018.11.009
Publisher version: https://doi.org/10.1016/j.learninstruc.2018.11.009
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development
URI: http://discovery.ucl.ac.uk/id/eprint/10065115
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