The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material

Kay Wijekumar, Stephen Graham, Karen Harris, Pui Wa Lei, Ashley Barkel, Angelique Aitken, Amber Ray, Julia Houston

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

A core tenet of the model of domain learning is that learning is shaped by cognitive and motivational forces. In writing, these catalysts include learners’ knowledge, motivation, strategic behaviors, and skills. This study tested this proposition at two time points (Fall and Spring) with 179 fifth-grade students (52% were girls), examining if writing knowledge, motivation, strategic behavior, and skills each made a statistically significant and unique contribution to predicting writing quality and output on social studies persuasive writing tasks, after variance due to the other catalysts and reading comprehension were first controlled. Three of the four catalysts (writing knowledge, strategic behaviors, and skills) each accounted for statistically significant and unique variance in predicting writing quality, number of words, or both at each assessment point. These findings provided partial support for the model of domain learning as applied to writing.

Original languageEnglish (US)
Pages (from-to)1-27
Number of pages27
JournalReading and Writing
DOIs
StateAccepted/In press - Feb 27 2018

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Motivation
Students
student
Learning
learning
social studies
Reading
comprehension

Keywords

  • Model of domain learning
  • Persuasive writing
  • Writing

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

Cite this

The roles of writing knowledge, motivation, strategic behaviors, and skills in predicting elementary students’ persuasive writing from source material. / Wijekumar, Kay; Graham, Stephen; Harris, Karen; Lei, Pui Wa; Barkel, Ashley; Aitken, Angelique; Ray, Amber; Houston, Julia.

In: Reading and Writing, 27.02.2018, p. 1-27.

Research output: Contribution to journalArticle

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