Impact of first-grade factors on the growth and outcomes of urban schoolchildren's primary-grade writing

Journal of Educational Psychology

Volumn 98, Issue 3, 2006, Pages 471-488

  Coker, David ^a  

^a UNIVERSITY OF DELAWARE   (United States)

Author keywords

Descriptive writing; Longitudinal research; Urban students; Writing development

Indexed keywords

EID: 33746869276     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.98.3.471     Document Type: Article

References (68)

1. Bakeman, R., & Gottman, J. (1986). Observing interaction. Cambridge, England: Blackwell.
2. Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way. Upper Saddle River. NJ: Merrill.
3. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing word to life: Robust vocabulary instruction. New York: Guilford Press.
4. Berninger, V. W. (2000). Development of language by hand and its connections with language by ear, mouth and eye. Topics in Language Disorders, 20, 65-84.
5. Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. Harris, & S. Graham (Eds.), Handbook of research on learning disabilities (pp. 345-363). New York: Guilford Press.
6. Berninger, V. W., Cartwright, A., Yates, C., Swanson, H. L., & Abbott, R. (1994). Developmental skills related to writing and reading acquisition in the intermediate grades: Shared and unique variance. Reading and Writing: An Interdisciplinary Journal, 6, 161-196.
7. Berninger, V. W., & Fuller, F. (1992). Gender differences in orthographic, verbal, and compositional fluency: Implications for assessing writing disabilities in primary grade children. Journal of School Psychology, 30, 363-382.
8. Berninger, V. W., & Richards, T. (2002). Brain literacy for educators and psychologists. New York: Academic Press.
9. Bissex, G. (1980). Gnys at wrk: A child learns to read and write. Cambridge, MA: Harvard University Press.
10. Cameron, C. A., Hunt, A. K., & Linton, M. J. (1996). Written expression as recontextualization: Children write in social time. Educational Psychology Review, 8, 125-150.
11. Campbell, F. A., & Ramey, C. T. (1994). Effects of early intervention on intellectual and academic achievement: A follow-up study of children from low-income families. Child Development, 65, 684-698.
12. Cazden, C. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). New York: Heinemann.
13. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
14. DeTemple, J. M., Wu, H., & Snow, C. E. (1991). Papa pig just left for pigtown: Children's oral and written picture descriptions under varying instructions. Discourse Processes, 14, 469-495.
15. Dickinson, D. K. (2001). Putting the pieces together: Impact of preschool on children's language and literacy development in kindergarten. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning literacy with language: Young children tearning at home and school (pp. 257-287). Baltimore: Brookes Publishing.
16. Dickinson, D. K., & DiGisi, L. (1998). The many rewards of a literacy-rich classroom. Educational Leadership, 55, 23-26.
17. Dickinson, D. K., & McCabe, A. (2001). Bringing it all together: The multiple origins, skills, and environmental supports of early literacy. Learning Disabilities Research & Practice, 16, 186-202.
18. Dickinson, D. K., & Tabors, P. O. (Eds.). (2001). Beginning literacy with language. Baltimore: Brookes Publishing.
19. Duin, A. H., & Graves, M. F. (1986). Effects of vocabulary instruction used as a prewriting technique. Journal of Research and Development in Education, 20, 7-13.
20. Dunn, L., & Dunn, L. (1997). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American Guidance Services.
21. Engelhard, G., Gordon, B., & Gabrielson, S. (1991). The influences of mode of discourse, experiential demand, and gender on the quality of student writing. Research in the Teaching of English, 26, 315-336.
22. Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York: Guilford Press.
23. Graham, S. (in press). Writing. In P. Alexander & P. Winne (Eds.), Handbook of educational psychology. Mahwah, NJ: Erlbaum.
24. Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323-344). New York: Guilford Press.
25. Graham, S., & Harris, K. R. (2005). Writing better: Effective strategies for teaching students with learning difficulties. Baltimore: Brookes.
26. Graham, S., Harris, K. R., Fink, B., & Mac-Arthur, C. A. (2001). Teacher efficacy in writing: A construct validation with primary grade teachers. Scientific Studies of Reading, 5, 177-202.
27. Graham, S., Harris, K. R., MacArthur, C. A., & Fink, B. (2002). Primary grade teachers' theoretical orientations concerning writing instruction: Construct validation and a nationwide survey. Contemporary Educational Psychology, 27, 147-166.
28. Grobe, C. (1981). Syntactic maturity, mechanics, and vocabulary as predictors of quality ratings. Research in the Teaching of English, 15, 75-85.
29. Harris, K. R., Graham, S., & Mason, L. H. (2003). Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 55(7), 1-16.
30. Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of young struggling writers: The effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43, 295-340.
31. Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes Publishing.
32. Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1-28). Mahwah, NJ: Erlbaum.
33. Hayes, J. R., & Flower, L. (1980). Identifying the organization of writing processes. In L. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Erlbaum.
34. Hemphill, L., Feldman, H. M., Camp, L., Griffin, T., Miranda, A. B., & Wolf, D. P. (1994). Developmental changes in narrative and non-narrative discourse in children with and without brain injury. Journal of Communication Disorders, 27, 107-133.
35. Hemphill, L., & Tivnan, T. (2002). Final report to the U.S. Department of Education on "assessing literacy models in the Boston public schools: Analyses of extended discourse and classroom characteristics." Cambridge, MA: Harvard Graduate School of Education.
36. Hemphill, L., & Tivnan, T. (2003, April). Literacy environments and student outcomes in urban schools implementing structured reform models. Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.
37. Hemphill, L., Tivnan, T., & White, C. (2003, December). Teachers' use of more cognitively challenging practices and child literacy outcomes in high poverty elementary schools. Paper presented at the National Reading Conference, Scottsdale, AZ.
38. Hill, P. W., & Jaggar, A. M. (2003). An evaluation report on the impact of Mondo Publishing's Building Essential Literacy (BEL) Design and Bookshop Reading Program: 1998-1999 and 1999-2000 school years. New York: Mondo.
39. Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.
40. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
41. Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.
42. Krashen, S. (1998). Bridging inequity with books. Educational leadership, 55, 18-22.
43. Martin, B. (1967). Brown bear, brown bear, what do you see? New York: Henry Holt & Company.
44. Mavrogenes, N. A., & Bezruczko, N. (1993). Influences on writing development. Journal of Educational Research, 86, 237-245.
45. Neilsen, L., & Piché, G. L. (1981). The influence of headed nominal complexity and lexical choice on teachers' evaluation of writing. Research in the Teaching of English, 15, 65-73.
46. Neuman, S. (1999). Books make a difference: A study of access to literacy. Heading Research Quarterly, 34, 286-311.
47. Newkirk, T. (1987). The non-narrative writing of young children. Research in the Teaching of English, 21, 121-144.
48. Persky, H. R., Daane, M. C., & Jin, Y. (2003) The nation's report card: Writing 2002 (NCES Publication No. 2003-529). Washington, DC: U.S. Department of Education, Institute of Educational Sciences, National Center for Educational Statistics.
49. Peterson, S. (2006). Influence of gender on writing development. In C. A. MacArthur, S. Graham. & J. Fitzgerald (Eds.), Handbook of writing research (pp. 311-323). New York: Guilford Press.
50. Pressley, M., Allington, R. L., Wharton-McDonald, R., Block, C. C, & Morrow, L. M. (2001). Learning to read: lessons from exemplary first-grade classrooms. New York: Guilford.
51. Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). London: Sage.
52. Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Macmillan.
53. Shanahan, T. (2006). Relations among oral language, reading, and writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 171-186). New York: Guilford Press.
54. Shatil, E., & Share, D. L. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1-21.
55. Singer, J. D., & Willett, J. B. (2003). Applied longitudinal data analysis: Modeling change and event occurrence. New York: Oxford University Press.
56. Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Research Council.
57. Snow, C., Tabors, P. O., Nicholson, P. A., & Kurland, B. F. (1995). Shell: Oral language and early literacy skills in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37-48.
58. Tabors, P. O., Roach, K. A., & Snow, C. (2001). Home language and literacy environment final results. In P. O. Tabors & D. K. Dickinson (Eds.). Beginning literacy with language (pp. 111-138). Baltimore: Brookes Publishing.
59. Tabors, P. O., Snow, C. E., & Dickinson, D. K. (2001). Homes and schools together: Supporting language and literacy development. In D. K. Dickinson & P. O. Tabors (Eds.), Beginning language with literacy (pp. 313-334). Baltimore: Brookes Publishing.
60. Tivnan, T., & Hemphill. L. (2005). Comparing four literacy reform models in high-poverty schools: Patterns of first-grade achievement. Elementary School Journal, 105, 419-441.
61. Vernon, S. A., & Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review, 69, 395-415.
62. Walberg, H. J., & Ethington, C. A. (1991). Correlates of writing performance and interest: A U.S. National assessment study. Journal of Educational Research, 84, 198-203.
63. Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
64. Williams, K. T., & Wang, J. J. (1997). Technical references to the Peabody Picture Vocabulary Test-Third edition (PPVT-III). Circle Pines. MN: American Guidance Service.
65. Woodcock, R., & Johnson, M. B. (1989). Woodcock-Johnson psychoeducational battery. Itasca, IL: Riverside.
66. Wu, H., DeTemple, J. M., Herman, J. A., & Snow, C. E. (1994). "L'animal qui fait oink! Oink!" Bilingual children's oral and written picture descriptions in English and French under varying conditions. Discourse Processes, 18, 141-164.
67. Yopp, H. (1995). A test for assessing phonemic awareness in children. Reading Teacher, 49, 20-29.
68. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.