Young-Suk Kim|Stephanie Al Otaiba|Jessica Sidler Folsom|Luana Gruelich
Language, literacy, attentional behaviors, and instructional quality predictors of written composition for first graders
Florida State University|Southern Methodist University|Andrews University
two primary purposes present study 1 examine unique childlevel predictors written composition included language skills literacy skills eg reading spelling attentiveness 2 examine whether instructional quality quality responsiveness individualization quality spelling writing instruction uniquely related written composition firstgrade children n 527 childrens written composition evaluated substantive quality ideas organization word choice sentence flow writing conventions spelling mechanics handwriting results revealed substantive quality writing childrens grammatical knowledge reading comprehension letter writing automaticity attentiveness uniquely related teachers responsiveness also uniquely related substantive quality written composition accounting child predictors instructional quality variables writing conventions outcome childrens spelling attentiveness uniquely related instructional quality results suggest importance paying attention multiple component skills language literacy behavioral factors well teachers responsiveness writing development