Author Identifier (ORCID)

Anabela Malpique: https://orcid.org/0000-0002-1683-9906

Abstract

Using multilevel modeling, the current study examined student-level predictors of compositional quality and productivity in Grade 2 Australian children (N = 544), including handwriting automaticity, literacy skills, executive functioning, writing attitudes, and gender; and classroom-level (n = 47) variables predicting students’ writing outcomes, including the amount of time for writing practices and the explicit teaching of foundational (handwriting, spelling, grammar) and process writing skills (planning and revision strategies). Multilevel analyses revealed that student-level factors, including gender, general attitudes, and transcription skills (handwriting automaticity and spelling), were key predictors of writing outcomes. Interaction analyses showed that spelling and word reading influenced writing outcomes, with effects varying by gender. At the classroom-level, time spent on planning had a positive effect on students’ compositional quality, and time spent on spelling instruction had a negative effect on students’ compositional productivity. Implications for research and education are discussed.

Document Type

Journal Article

Date of Publication

1-1-2025

Publication Title

Written Communication

Publisher

Sage

School

School of Education

Funders

The Ian Potter Foundation (ID20190465)

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Comments

Malpique, A., Asil, M., Pino-Pasternak, D., & Valcan, D. (2025). The contributions of student-level and classroom-level factors for Australian grade 2 students’ writing performance. Written Communication. Advance online publication. https://doi.org/10.1177/07410883251346405

Share

 
COinS
 

Link to publisher version (DOI)

10.1177/07410883251346405