Purpose: This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition.
Method: A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach, including confirmatory factor analysis and structural equation modeling.
Results: The seven traits in the 6 + 1 trait system were best described as two constructs: substantive quality and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition.
Conclusion: These four dimensions may be a useful guideline for evaluating developing beginning writers' compositions.
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| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3972623 | PMC |
| http://dx.doi.org/10.1044/1092-4388(2013/12-0152) | DOI Listing |
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