The Nature and Measurement of Children's Early Composing

Autor/inn/en	Quinn, Margaret F.; Bingham, Gary E.
Titel	The Nature and Measurement of Children's Early Composing
Quelle	In: Reading Research Quarterly, 54 (2019) 2, S.213-235 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1002/rrq.232
Schlagwörter	Emergent Literacy; Writing Skills; Preschool Children; Kindergarten; Predictor Variables; Writing (Composition); Writing Research; Definitions; Trend Analysis; Writing Evaluation; Writing Processes + Suchen Sie Ihr Suchwort? Frühleseunterricht; Writing skill; Schreibfertigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prädiktor; Schreibübung; Schreibforschung; Begriffsbestimmung; Trendanalyse
Abstract	Young children's writing development (i.e., writing occurring in preschool and kindergarten prior to the skilled, fluent writing associated with formal schooling) is an important predictor of later literacy achievement. Current policy movements, such as the Common Core State Standards, invoke increased composing demands, yet research has often focused on children's growing ability to transcribe (e.g., form letters, spell words) rather than their ability to compose text and generate ideas. The current study examined literature from the past 30 years to determine the prevailing operational definitions of early composing and the ways in which composing has been measured to date. Given inclusion criteria, the authors collected and coded articles to determine trends and prevailing approaches (n = 445). Findings revealed that various theoretical and conceptual frames influenced approaches to assessing children's composing, yielding little shared understanding of the nature and development of early composing. Findings also revealed that tasks used to measure children's early composing development have not always aligned with theoretical notions of early writing, nor have they been properly operationalized in psychometrically sound, valid, and reliable ways. Further, analyses of trends across time yielded insight into the evolving conceptualizations and prioritization of particular aspects of early composing, such as the focus on children's use of conventional encoding in a composing task context. Implications for practice are discussed in light of these findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01