Scholarlink

<p>Despite the importance of early writing to current and later outcomes, early writing component skills (mechanics, spelling, composing) are unevenly understood and focused upon, with far less attention on early composing. To more fully understand early writing as a whole, it is critical to understand composing processes that children engage in, as well as their written products. One potentially powerful way to understand early composition is to explore task adherence as a marker of quality. This study sought to understand task adherence across three writing tasks. Children’s transcription skills, as demonstrated in the written products they provided, were also included in analyses. Results indicated that children used variable adherence processes with task level differences. Children were 66% more likely to demonstrate task adherence in a contextual prompt. Stepwise logistic regressions found that children’s age was not predictive of task adherence success, but the task type (β - invitation = − 0.760, <i>p</i>s &lt; 0.01; β - raccoon = 0.515; <i>p</i>s &lt; 0.05) and children’s transcription (mechanics, spelling; β = 0.233, <i>p</i> &lt; .05) were significant predictors. This study highlights the varying levels of young children’s task adherence in writing, shaped by the specific context. Findings suggest that task adherence offers valuable insight into early composing skills and writing more broadly.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Understanding preschool writing: task adherence as a window into composing development

  • 期刊论文

  • 发表日期：

    2026年3月6日

查看全文
  • Margaret F. Quinn,
  • Xiao Y. Zhang,
  • Rebecca Rohloff,
  • Jackie Ridley

摘要

Despite the importance of early writing to current and later outcomes, early writing component skills (mechanics, spelling, composing) are unevenly understood and focused upon, with far less attention on early composing. To more fully understand early writing as a whole, it is critical to understand composing processes that children engage in, as well as their written products. One potentially powerful way to understand early composition is to explore task adherence as a marker of quality. This study sought to understand task adherence across three writing tasks. Children’s transcription skills, as demonstrated in the written products they provided, were also included in analyses. Results indicated that children used variable adherence processes with task level differences. Children were 66% more likely to demonstrate task adherence in a contextual prompt. Stepwise logistic regressions found that children’s age was not predictive of task adherence success, but the task type (β - invitation = − 0.760, ps < 0.01; β - raccoon = 0.515; ps < 0.05) and children’s transcription (mechanics, spelling; β = 0.233, p < .05) were significant predictors. This study highlights the varying levels of young children’s task adherence in writing, shaped by the specific context. Findings suggest that task adherence offers valuable insight into early composing skills and writing more broadly.