A 3-year longitudinal study among 239 Chinese students in Grades 2-4 was conducted to investigate the relationships between orthographic skills (including positional and functional knowledge of semantic radicals and phonetic radicals, and orthographic memory of radicals) and Chinese literacy skills (word reading, word spelling, reading…

This study evaluated the spelling of 3rd to 6th grade children with cochlear implants in written stories. Spelling was analysed using traditional correct/incorrect scoring as well as the Spelling Sensitivity Score, which provides linguistic information about spelling attempts. Children with cochlear implants spelled 86 per cent of words in stories…

Young children enter the classroom with out-of-school resources from their lives, which can be used to support their official writing work. This qualitative case study, at French-English bilingual school, explores how two emergent bilingual second grade students made decisions about the topics that they included into their official writing pieces…

We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We…

We examined the Direct and Indirect Effects model of Writing (DIEW), using longitudinal data from Korean-speaking beginning writers. DIEW posits hierarchical structural relations among component skills (e.g., transcription skills, higher order cognitive skills, oral language, motivation/affect, background knowledge) where lower level skills are…

Teaching about the Universal Declaration of Human Rights, which was adopted by the United Nations General Assembly in 1948, is one way to support students' learning about issues of fairness. However, learning about this document is not enough. Students need to have experiences where they explore issues of justice and equity in order to learn about…

The data featured in this article were gathered during a classroom-based research project with Grade 2 (six- and seven-year-old) children. The overall purposes of the study included exploration of how the development of young children's understanding of elements of visual art and design would affect their comprehension, interpretation, and…

We investigated the dimensionality and relations between L1 (a speaker's first language) and L2 (a speaker's second language) writing skills in narrative and informational genres and higher order cognitive skills--inference, perspective taking, and comprehension monitoring--for Spanish-English dual language learners in primary grades. Dimensions…

Drawing upon conceptual approaches in sound studies, posthuman literacies, and new materialisms, this article highlights how writing for young learners is always already an emplaced invention of "withness." Zeroing in on a diffractive experiment of young children reauthoring Showers's picture book, "The Listening Walk," this…

My goal in this paper is to contribute to the process of bringing practice and theory into active dialogue. Initially, I review some early instructional examples of crosslinguistic pedagogy involving emergent bilingual students. I then focus on more recent examples from the Canadian context that illustrate the emerging role of classroom teachers…

A substantial body of research has demonstrated the efficacy of early writing interventions that target skills and composing processes; however, much less is known about the effectiveness of classroom writing instruction outside of the context of an intervention. The goal of this study was to investigate if writing instruction and student practice…

A 3rd-grade teacher used literature to help her immigrant students grapple with some of the larger issues related to immigration. Through the story of one Latino student, the teacher shares the literature that she used and how one student responded.

The purpose of this study was to design and evaluate an instructional approach that combined strategy instruction with principles of dialogic pedagogy to improve the story writing of students in grades K-2 (n = 219). Specifically, drama, dialogic interactions, and oral retellings assisted learners with ideation, while strategies guided their…

A critical function of schooling is to provide young writers with opportunities to explore real-life, out-of-school experiences through writing. However, literacy instruction in U.S. schools primarily (and sometimes almost exclusively) focuses on the tested skills, with little recognition of children's diverse backgrounds and experiences. The…

The present study examined the relationship between reading (i.e., rapidity and accuracy) and writing competences (i.e., fluency, accuracy, and composition skills) of Italian children in the first and second grade. The performance of seventy-five children was longitudinally assessed over a 2-year period. Results demonstrated that reading and…