Descriptive Writing in Primary School: How Useful Are Linguistic Predictors of Reading?

ABSTRACT

Numerous linguistic factors predict children's reading ability, yet it is unclear whether these same factors predict descriptive writing performance. A model of established single word reading predictors, namely phonological processing, automaticity, morphological awareness, and orthographic knowledge, was constructed. Children between the ages of 6 years 9 months and 10 years 7 months (N = 58) completed the linguistic measures alongside a picture-prompted prose-writing task. Quality of written content was scored based on 6 elements including ideas and generation and grammar and usage. Regression analyses confirmed the model as a strong predictor of word reading and a weaker but significant predictor of writing. Results are discussed in relation to the effects of instruction and experience on writing development and classroom implications.

Keywords:

• language
• narrative writing
• word reading

ACKNOWLEDGMENTS

The authors would like to thank the staff and pupils of the Nottinghamshire primary school in which this study was conducted for their willingness and cooperation. The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.