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Writing proficiency level and writing development of low-achieving adolescents: the roles of linguistic knowledge, fluency, and metacognitive knowledge

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Writing proficiency level and writing development of low-achieving adolescents: the roles of linguistic knowledge, fluency, and metacognitive knowledge

Rechten: Alle rechten voorbehouden

Samenvatting

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.

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OrganisatieHogeschool Rotterdam
LectoraatKenniscentrum Talentontwikkeling
Gepubliceerd inReading and Writing Vol. 31 (2018), Uitgave: 4, Pagina's: 893-926
Datum2018-01-12
TypeArtikel
ISSN1573-0905
DOI10.1007/s11145-018-9818-9
TaalEngels

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