Predicting writing skill development with word recognition and preschool readiness skills

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Student- and instruction-level predictors of narrative writing in third-grade students (2008, result): “These results typically favor females, with girls writing more (e.g., Malecki & Jewell, 2003; Swanson & Berninger, 1996) and scoring higher in writing coherence, organization, or quality (e.g., Maki, Voeten, Vauras, & Poskiparta, 2001; Ma & Klinger, 2000; Swanson & Berninger, 1996).”
Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study (2010, background): “Broadly, grammatical awareness refers to the ability to process the morphological and syntactic structures of the spoken language and arguably, its role in literacy development is particularly relevant for consistent writing systems with rich agglutinative morphology such as Turkish and Finnish.”
The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students (2008, result): “The superior performance of girls on coherence of essays and elaborations is also supported by existing research ( Maki, Voeten, Vauras, & Poskiparta, 2001; Kanaris, 1999).”
Relationship Between Visual-Motor Integration, Eye-Hand Coordination, and Quality of Handwriting (2009, result): “The predictive value of visual-motor integration of the quality of handwriting is considered positive in some studies (Cornhill & Case-Smith, 1996; Maki, Voeten, Vauras, & Poskiparta, 2001; Weintraub & Graham, 2000) but not in others.”