Student- and instruction-level predictors of narrative writing in third-grade students

摘要: This study examined the student-level and instruction-level predictors of narrative writing fluency quality. Participants included 120 third-grade students from 13 classrooms. Student measures reading, handwriting, spelling, IQ, grammatical understanding, gender. Instructional focused on amount time allocated to teaching basic skills planning skills. Significant compositional gender, advanced ability, handwriting fluency, while significant quality Full-scale word reading understanding. There were no main effects instructional variables; however there two student by instruction interactions. Implications highlight importance characteristics in achievement, as well considering need for differential based needs.