caa a22 4500 469066962 CHVBK 20180323132911.0 cr unu---uuuuu 170328e19920901xx s 000 0 eng 10.1007/BF01027151 doi (NATIONALLICENCE)springer-10.1007/BF01027151 Lower-level developmental skills in beginning writing [Elektronische Daten] [Virginia Berninger, Cheryl Yates, Ana Cartwright, Judith Rutberg, Elizabeth Remy, Robert Abbott] A battery of predictor measures (neuromotor, orthographic, visual-motor integration, syllable and phoneme segmentation, word finding, sentence syntax, reading, and verbal intelligence) and of writing criterion measures (handwriting, spelling, and composition) was administered to an equal number of girls and boys in the first, second, and third grades (N=30) to study the developmental skills children bring to the task of learning to write. This developmental approach is an important complement to the prevailing process and product approaches to writing research. Multiple regression and canonical correlation results supported thehypothesis that lower-level developmental variables are related to beginning writing skills. Rapid, automatic production of alphabet letters, rapid coding of orthographic information, and speed of sequential finger movement were the best predictors of handwriting and composition skills. Orthographic-phonological mappings and visual-motor integration were the best predictors of spelling. Canonical correlation analysis identified anorthographic-linguistic dimension and anautomaticity dimension in the battery of developmental skills and of writing products. Results also supported the hypothesis that the translation component in process models of writing has two separable sub-components — text generation and transcription. Lower-level developmental skills are thought to constrain the transcription sub-component. Kluwer Academic Publishers, 1992 Automaticity nationallicence Composition nationallicence Handwriting nationallicence Orthographic coding nationallicence Spelling nationallicence Writing acquisition nationallicence Writing disorders nationallicence Berninger Virginia Department of Educational Psychology, University of Washington, Seattle, WA, USA aut Yates Cheryl Department of Educational Psychology, University of Washington, Seattle, WA, USA aut Cartwright Ana Department of Educational Psychology, University of Washington, Seattle, WA, USA aut Rutberg Judith Department of Educational Psychology, University of Washington, Seattle, WA, USA aut Remy Elizabeth Department of Educational Psychology, University of Washington, Seattle, WA, USA aut Abbott Robert Department of Educational Psychology, University of Washington, Seattle, WA, USA aut Reading and Writing Kluwer Academic Publishers 4/3(1992-09-01), 257-280 0922-4777 4:3<257 1992 4 11145 https://doi.org/10.1007/BF01027151 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF01027151 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Berninger Virginia Department of Educational Psychology, University of Washington, Seattle, WA, USA aut NATIONALLICENCE 700 1- Yates Cheryl Department of Educational Psychology, University of Washington, Seattle, WA, USA aut NATIONALLICENCE 700 1- Cartwright Ana Department of Educational Psychology, University of Washington, Seattle, WA, USA aut NATIONALLICENCE 700 1- Rutberg Judith Department of Educational Psychology, University of Washington, Seattle, WA, USA aut NATIONALLICENCE 700 1- Remy Elizabeth Department of Educational Psychology, University of Washington, Seattle, WA, USA aut NATIONALLICENCE 700 1- Abbott Robert Department of Educational Psychology, University of Washington, Seattle, WA, USA aut NATIONALLICENCE 773 0- Reading and Writing Kluwer Academic Publishers 4/3(1992-09-01), 257-280 0922-4777 4:3<257 1992 4 11145 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer