Journal of Writing Research earli | contact
 
journal description
aims and scope
themes
open access
editorial board
current issue
back issues
early view
special issue
most downloaded
peer review policy
abstracting/indexing
award
related websites
contact

Abstract

Linguistic, Reading, and Transcription Influences on Kindergarten Writing in Children with English as a Second Language

Harrison, G. L., Ogle, K. C. & Keilty, M. (2013)
Journal of Writing Research, 5(1), 61-87

The contribution of linguistic, reading, and transcription processes to writing in kindergarten English as a second language (ESL) children and their native-English speaking peers (EL1) were examined. ESL and EL1 performed similarly on one of the two measures of phonological awareness (PA) and on measures of early reading, spelling, and writing. EL1 outperformed ESL on a pseudoword repetition task and on the English vocabulary and syntactic knowledge tasks. ESL outperformed EL1 on a writing fluency measure. Correlation and hierarchical regression results varied as a function of the writing tasks (procedural or generative) and language status. Across language groups, writing tasks that captured children's developing graphophonemic knowledge were associated with a breadth of cognitive, linguistic, and early literacy skills. PA, reading, and transcription skills, but not oral vocabulary and syntactic knowledge contributed the most variance to writing irrespective of language status. The results suggest that parallel component skills and processes underlie ESL and EL1 children's early writing when formal literacy instruction begins in kindergarten even though ESL children are developing English oral and literacy proficiency simultaneously.

PDF | doi: 10.17239/jowr-2013.05.01.3

Export citation: EndNote | BibTeX

For readers
free subscription
alert service
full text
For authors
guide for authors
submit article
For reviewers
guide for reviewers
submit review
Repository login
home contact