Bibliographic Details
| Title: |
Writing Proficiency Level and Writing Development of Low-Achieving Adolescents: The Roles of Linguistic Knowledge, Fluency, and Metacognitive Knowledge |
| Language: |
English |
| Authors: |
Trapman, Mirjam (ORCID 0000-0001-7962-7356), van Gelderen, Amos, van Schooten, Erik, Hulstijn, Jan |
| Source: |
Reading and Writing: An Interdisciplinary Journal. Apr 2018 31(4):893-926. |
| Availability: |
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: |
Y |
| Page Count: |
34 |
| Publication Date: |
2018 |
| Document Type: |
Journal Articles
Reports - Research |
| Education Level: |
Middle Schools |
| Descriptors: |
Foreign Countries, Middle School Students, Adolescents, Writing Skills, Writing Achievement, Low Achievement, Writing (Composition), Minority Group Students, Longitudinal Studies, Language Proficiency, Metacognition, Language Fluency, Language Minorities, Individual Differences, Receptive Language, Grammar, Knowledge Level, Sentences, Reading Rate, Predictor Variables |
| Geographic Terms: |
Netherlands |
| DOI: |
10.1007/s11145-018-9818-9 |
| ISSN: |
0922-4777 |
| Abstract: |
In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (1) linguistic knowledge, (2) metacognitive knowledge, and (3) linguistic fluency in predicting both the level and development of writing proficiency were assessed. Low-achieving students improved in writing proficiency, the language-minority students more so than the native-Dutch students. Regarding the level of writing proficiency, individual differences between low achieving adolescents could be accounted for by receptive vocabulary, grammatical knowledge, and speed of sentence verification, suggesting that these are important components in low-achieving adolescents' writing. Regarding development in writing proficiency, grammatical knowledge predicted variation between low-achieving students. Explanations and educational implications of these findings are discussed. |
| Abstractor: |
As Provided |
| Number of References: |
118 |
| Entry Date: |
2018 |
| Accession Number: |
EJ1171527 |
| Database: |
ERIC |
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