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.

Journal
Written Communication
Published
2026-01-01
DOI
10.1177/07410883251346405
Open Access
OA PDF Hybrid
Topics

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Cites in this index (3)

  1. Computers and Composition
  2. Written Communication
  3. Written Communication
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