This study addressed two questions related to the writing of second graders (n=195). The first examined the effects of writing prompts on the compositional fluency of second-grade students. The second considered whether these effects are different based on spelling achievement and handwriting fluency. Students wrote six narratives in response to writing prompts presented in different ways (copying, dictation, discussion, discussion-copying, discussion-dictation, and topic). An analysis of covariance (ANCOVA) with repeated measures showed that priming condition and writing occasion were significant effects. Interactions were found between priming condition, occasion, and each of the covariates (handwriting fluency and spelling achievement). Analysis of the sample based on the covariates revealed differential effects for the slowest and fastest writers and poorest and best spellers.
Reading and Writing – Springer Journals
Published: Dec 1, 2004
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