Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction

Stephen Graham, Kausalai Wijekumar, Karen Harris, Pui Wa Lei, Evan Fishman, Amber B. Ray, Julia Houston

    Research output: Contribution to journalArticle

    Abstract

    This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students’ (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due to other predictors and control variables (reading comprehension, gender, class, and school effects) were controlled. With one exception, writing skills, knowledge, motivation, and strategic behaviors each accounted for statistically unique variance in predicting compositional quality. The exception involved writing knowledge, which did not make a unique contribution in the fall but did in the spring, when a topic knowledge measure was added. In addition, writing motivation, and strategic behaviors accounted for unique variance in composition length in the fall, and writing knowledge did so in the spring.

    Original languageEnglish (US)
    JournalElementary School Journal
    DOIs
    StatePublished - Jan 1 2019

    Fingerprint

    writing instruction
    performance
    student
    comprehension
    gender
    school

    ASJC Scopus subject areas

    • Education

    Cite this

    Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. / Graham, Stephen; Wijekumar, Kausalai; Harris, Karen; Lei, Pui Wa; Fishman, Evan; Ray, Amber B.; Houston, Julia.

    In: Elementary School Journal, 01.01.2019.

    Research output: Contribution to journalArticle

    @article{d2eeabd6bff84c839630a8dc5a7d9a2b,
    title = "Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction",
    abstract = "This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students’ (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due to other predictors and control variables (reading comprehension, gender, class, and school effects) were controlled. With one exception, writing skills, knowledge, motivation, and strategic behaviors each accounted for statistically unique variance in predicting compositional quality. The exception involved writing knowledge, which did not make a unique contribution in the fall but did in the spring, when a topic knowledge measure was added. In addition, writing motivation, and strategic behaviors accounted for unique variance in composition length in the fall, and writing knowledge did so in the spring.",
    author = "Stephen Graham and Kausalai Wijekumar and Karen Harris and Lei, {Pui Wa} and Evan Fishman and Ray, {Amber B.} and Julia Houston",
    year = "2019",
    month = "1",
    day = "1",
    doi = "10.1086/701720",
    language = "English (US)",
    journal = "Elementary School Journal",
    issn = "0013-5984",
    publisher = "University of Chicago",

    }

    TY - JOUR

    T1 - Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction

    AU - Graham, Stephen

    AU - Wijekumar, Kausalai

    AU - Harris, Karen

    AU - Lei, Pui Wa

    AU - Fishman, Evan

    AU - Ray, Amber B.

    AU - Houston, Julia

    PY - 2019/1/1

    Y1 - 2019/1/1

    N2 - This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students’ (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due to other predictors and control variables (reading comprehension, gender, class, and school effects) were controlled. With one exception, writing skills, knowledge, motivation, and strategic behaviors each accounted for statistically unique variance in predicting compositional quality. The exception involved writing knowledge, which did not make a unique contribution in the fall but did in the spring, when a topic knowledge measure was added. In addition, writing motivation, and strategic behaviors accounted for unique variance in composition length in the fall, and writing knowledge did so in the spring.

    AB - This study tested whether writing skills, knowledge, motivation, and strategic behaviors (within the context of robust writing instruction) each made a statistically unique contribution to predicting fifth-grade students’ (123 girls, 104 boys) composition quality and length on a persuasive writing task involving source material, after variance due to other predictors and control variables (reading comprehension, gender, class, and school effects) were controlled. With one exception, writing skills, knowledge, motivation, and strategic behaviors each accounted for statistically unique variance in predicting compositional quality. The exception involved writing knowledge, which did not make a unique contribution in the fall but did in the spring, when a topic knowledge measure was added. In addition, writing motivation, and strategic behaviors accounted for unique variance in composition length in the fall, and writing knowledge did so in the spring.

    UR - http://www.scopus.com/inward/record.url?scp=85061318244&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=85061318244&partnerID=8YFLogxK

    U2 - 10.1086/701720

    DO - 10.1086/701720

    M3 - Article

    JO - Elementary School Journal

    JF - Elementary School Journal

    SN - 0013-5984

    ER -