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

By Natalie G. Olinghouse. 2008

155 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/b2e6a784859efcf71553c25e200d307f82f535a0

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study (2010, background): “Terms and conditions for use of this material are defined in the End User Agreement . www.reading.ac.uk/centaur CentAUR Central Archive at the University of Reading Reading’s research outputs online Component Processes of Early Reading, Spelling, and Narrative Writing Skills in Turkish: A Longitudin”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, background): “…by a large number of studies at primary grades as well as higher grade levels (e.g., Berninger et al., 1992; Christensen & Jones, 2000; Connelly, Dockrell, & Barnett, 2005; Connelly & Hurst, 2001; Graham, Berninger, Abbot, Abbot, & Whitaker, 1997; Olinghouse, 2008; Stainthorp & Rauf, 2009).”
The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students (2009, result): “In addition, all prompts had been previously used in other writing studies and had shown no statistically significant differences in length or quality of stories across prompts (Graham, Harris, & Mason, 2005; Harris, Graham, & Mason, 2006; Olinghouse, 2008a, b). The three prompts also demonstrated”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, unknown): “Study n Grade/age level Ability level of sample Component skill Abbott and Berninger (1993) 100 1st Full range RDG, OL 100 2nd Full range RDG, OL 100 3rd Full range RDG, OL 100 4th Full range RDG, OL 100 5th Full range RDG, OL 100 6th Full range RDG, OL Abbott, Berninger, and Fayol (2010) 128 1st−2n”
Examining fourth-grade mathematics writing: features of organization, mathematics vocabulary, and mathematical representations (2016, unknown): “…on general writing tasks (e.g., descriptive, expository, narrative, opinion, and persuasive) is well researched (e.g., Correnti, Matsumura, Hamilton, & Wang, 2013; Donovan & Smolkin, 2011; Graham, Berninger, & Fan, 2007; Jeffery, 2009; Olinghouse, 2008; Peterson, Childs, & Kennedy, 2004).”
Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing (2018, methodology): “However, there are several differences between Limpo and Alves’s study and the present study: (a) the former included older students in Grades 4 to 9, whereas the present study examined students in Grades 1 and 3; (b) the monitoring task in the former study was administered in the context of reading”