Project Activities
The researchers will explore: 1) the relations between writing skills and writing performance, and 2) how the importance or strength of these writing skills differs across grades 1 through 5 and how writing skills relate to writing quality. Researchers will explore these aims across two different text genres, narrative, and opinion.
Structured Abstract
Sample
The sample will include at least 400 students per grade for grades 1 through 5. Participating schools are diverse with over 45% of students identified as ethnic minority and over 32% of students qualifying for free or reduced-price lunch.
Factors
The researchers will examine the relationships between malleable factors of writing (that is, constructs of writing including conventions, productivity, and syntactic complexity) and writing quality across two text genres, narrative and opinion.
Research design and methods
The researchers will use a cross-sectional design to conduct primary data collection and analysis. Primary classroom teachers will collect student writing samples in Years 1 and 2 and will ask their students to respond to four writing prompts over a two-week time period. The written responses will be coded using 16 different writing scoring methods. The researchers will model latent constructs of writing performance (Conventions, Productivity, and Syntactic Complexity) and examine relations with writing quality (Text Organization and Development) for two genres at each grade from grades 1 through 5. The researchers will also examine differences by grade level among the models using cross-sectional methods, thus providing a systematic examination of how written expression compares from one grade to another and across different genres.
Control condition
There is no control condition for this study.
Key measures
The constructs of writing will be specified by 3 domains: Conventions, Productivity, and Syntactic Complexity. Conventions will be indicated by Correct Capitalization, Correct Punctuation, Correct Word Sequences, Handwriting Legibility, and Spelling. Productivity will be indicated by Handwriting Fluency, Long Words, Unique Words, Total Number of Ideas, and Total Number of Words. Syntactic Complexity will be indicated by Clause Density, Complete Sentences, Mean Length T-unit and Length of Correct Word Sequences. The outcome variable, writing quality, will be assessed on two dimensions: Text Organization and Text Development.
Data analytic strategy
Researchers will test these models with measurement invariance analyses comparing each grade level to the previous grade level and across text genres, narrative and opinion. Finally, researchers will expand this model to a full structural equation model in order to examine the relationships of these variables to the writing outcomes.
People and institutions involved
IES program contact(s)
Products and publications
Products: The research team will produce a conceptual framework for written expression. This framework can inform professional development for educators. The researchers will also produce peer-reviewed publications, including practitioner-oriented journals, and present at national conferences and meetings with elementary school educators and leaders.
Project website:
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Supplemental information
Co-Principal Investigator: Hooper, Stephen R.
The study will take place in grades 1 through 5 in public elementary school classrooms in Florida.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
