Department of Psychology, School of Social Sciences, Nottingham Trent University, Nottingham, UK.
Departmento de Psicología, Sociología y Filosofía, Facultad de Educación, Universidad de León, León, Spain.
Br J Educ Psychol. 2021 Jun;91(2):714-734. doi: 10.1111/bjep.12390. Epub 2020 Nov 24.
Written composition requires handwriting, spelling, and text planning skills, all largely learned through school instruction. Students' rate of learning to compose text in their first months at school will depend, in part, on their literacy-related abilities at school start. These effects have not previously been explored.
We aimed to establish the effects of various literacy-related abilities on the learning trajectory of first-grade students as they are taught to write.
179 Spanish first-grade students (94 female, mean age 6.1 years) writing 3,512 texts.
Students were assessed at start of school for spelling, transcription fluency, letter knowledge, phonological awareness, handwriting accuracy, word reading, and non-verbal reasoning. They were then taught under a curriculum that included researcher-designed instruction in handwriting, spelling, and ideation. Students' composition performance was probed at very regular intervals over their first 13 weeks at school.
Controlling for age, overall performance was predicted by spelling, transcription fluency, handwriting accuracy, word reading, and non-verbal reasoning. Most students showed rapid initial improvement, but then much slower learning. Weak spellers (and to a lesser extent less fluent hand-writers) showed weaker initial performance, but then steady improvement across the study period.
Transcription ability at school entry affects response to writing instruction.
书面写作需要手写、拼写和文本规划技能，这些技能主要通过学校教育来学习。学生在入学头几个月学习写作的速度，部分取决于他们入学时的读写相关能力。这些影响以前没有被探索过。
我们旨在确定各种读写相关能力对一年级学生写作学习轨迹的影响。
179 名西班牙一年级学生（94 名女生，平均年龄 6.1 岁）写了 3512 篇文章。
学生在入学时接受拼写、转录流畅度、字母知识、语音意识、手写准确性、单词阅读和非言语推理的评估。然后，他们根据包括研究者设计的手写、拼写和构思教学在内的课程进行教学。在学生入学后的 13 周内，他们的作文表现被定期探查。
控制年龄后，整体表现由拼写、转录流畅度、手写准确性、单词阅读和非言语推理来预测。大多数学生表现出快速的初始提高，但随后学习速度较慢。拼写较弱的学生（以及程度较轻的书写不流畅的学生）初始表现较弱，但随后在整个研究期间稳步提高。
入学时的转录能力影响写作教学的效果。
