Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
The Contributions Of Vocabulary And Letter Writing Automaticity To Word Reading And Spelling For Kindergartners, Young-Suk Kim, Stephanie Al Otaiba, Cynthia Puranik, Jessica Sidler Folsom, Luana L. Greulich
The Contributions Of Vocabulary And Letter Writing Automaticity To Word Reading And Spelling For Kindergartners, Young-Suk Kim, Stephanie Al Otaiba, Cynthia Puranik, Jessica Sidler Folsom, Luana L. Greulich
Luana Greulich
In the present study we examined the relation between alphabet knowledge fluency (letter names and sounds) and letter writing automaticity, and unique relations of letter writing automaticity and semantic knowledge (i.e., vocabulary) to word reading and spelling over and above code-related skills such as phonological awareness and alphabet knowledge. These questions were addressed using data from 242 English-speaking kindergartners and employing structural equation modeling. Results showed letter writing automaticity was moderately related to and a separate construct from alphabet knowledge fluency, and marginally (p = .06) related to spelling after accounting for phonological awareness, alphabet knowledge fluency, and vocabulary. Furthermore, …
Exploring The Amount And Type Of Writing Instruction During Language Arts Instruction In Kindergarten Classrooms., Cynthia S. Puranik, Stephanie Al Otiba, Jessica Folsom Sidler, Luana L. Greulich
Exploring The Amount And Type Of Writing Instruction During Language Arts Instruction In Kindergarten Classrooms., Cynthia S. Puranik, Stephanie Al Otiba, Jessica Folsom Sidler, Luana L. Greulich
Luana Greulich
The objective of this exploratory investigation was to examine the nature of writing instruction in kindergarten classrooms and to describe student writing outcomes at the end of the school year. Participants for this study included 21 teachers and 238 kindergarten children from nine schools. Classroom teachers were videotaped once each in the fall and winter during the 90 min instructional block for reading and language arts to examine time allocation and the types of writing instructional practices taking place in the kindergarten classrooms. Classroom observation of writing was divided into student-practice variables (activities in which students were observed practicing writing …
Language, Literacy, Attentional Behaviors, And Instructional Quality Predictors Of Written Composition For First Graders, Young-Suk Kim, Stephanie Al Otaiba, Jessica Folsom Sidler, Luana L. Greulich
Language, Literacy, Attentional Behaviors, And Instructional Quality Predictors Of Written Composition For First Graders, Young-Suk Kim, Stephanie Al Otaiba, Jessica Folsom Sidler, Luana L. Greulich
Luana Greulich
We had two primary purposes in the present study: (1) to examine unique child-level predictors of written composition which included language skills, literacy skills (e.g., reading and spelling), and attentiveness and (2) to examine whether instructional quality (quality in responsiveness and individualization, and quality in spelling and writing instruction) is uniquely related to written composition for first-grade children (N = 527). Children's written composition was evaluated on substantive quality (ideas, organization, word choice, and sentence flow) and writing conventions (spelling, mechanics, and handwriting). Results revealed that for the substantive quality of writing, children's grammatical knowledge, reading comprehension, letter writing automaticity, …