Writing Prompts: The Role of Various Priming Conditions on the Compositional Fluency of Developing Writers |
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| Authors: | Email author" target="_blank">Roxanne?F?HudsonEmail author Holly?B?Lane Cecil?D?Mercer |
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| Institution: | (1) Florida Center for Reading Research at Florida State University, 227 N. Bronough St.Suite 7250, Tallahassee, FL 32301, USA;(2) University of Florida, USA |
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| Abstract: | This study addressed two questions related to the writing of second graders (n=195). The first examined the effects of writing prompts on the compositional fluency of second-grade students. The second
considered whether these effects are different based on spelling achievement and handwriting fluency. Students wrote six narratives
in response to writing prompts presented in different ways (copying, dictation, discussion, discussion-copying, discussion-dictation,
and topic). An analysis of covariance (ANCOVA) with repeated measures showed that priming condition and writing occasion were
significant effects. Interactions were found between priming condition, occasion, and each of the covariates (handwriting
fluency and spelling achievement). Analysis of the sample based on the covariates revealed differential effects for the slowest
and fastest writers and poorest and best spellers. |
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| Keywords: | Elementary Fluency Reading-writing Writing Writing prompts |
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