Author ORCID Identifier
https://orcid.org/0000-0002-4816-6419
Date of Award
8-13-2019
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Psychology and Special Education
First Advisor
Cynthia Puranik, Ph.D./CCC-SLP
Second Advisor
Amy Lederberg, Ph.D.
Third Advisor
Daphne Greenberg, Ph.D.
Fourth Advisor
Hongli Li, Ph.D.
Abstract
Despite increasing pressure for children to learn to write at younger ages, there are many unanswered questions about composition skills in early elementary school. The goals of this dissertation were to add to knowledge about the measurement of young children’s writing and its component skills. Both studies explore the composition skills of a sample of 282 kindergartners. In Study 1, confirmatory factor analyses indicated that a qualitative scoring system and a productivity scoring system capture distinct dimensions of kindergartners’ compositions. A scoring system for curriculum-based measurement could not attain acceptable fit, which may suggest that CBM is ill-suited for capturing the important components of writing for kindergartners. This study indicated that the measurement and components of composition in kindergarten may be qualitatively different from the compositions of older children. Study 2 addressed two dimensions of kindergarten composition and skills that contribute to them, text generation and transcription. Latent moderated structural equation modeling was used to test the hypothesis that transcription moderates the relation between text generation and composition for kindergarten writers. This hypothesis is one possible manifestation of the Developmental Constraints Hypothesis (DCH). In support of the DCH, transcription had a strong constraining effect on both composition quality and productivity. Additionally, transcription moderates the relation between text generation and composition quality, although the moderation is negative. There is no signification moderation of transcription on the text generation-composition relation.
DOI
https://doi.org/10.57709/15037003
Recommended Citation
Duncan, Molly K., "Examining the Dimensionality and Contributors of Kindergarten Composition." Dissertation, Georgia State University, 2019.
doi: https://doi.org/10.57709/15037003
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