Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.704353
Title: Relationships between oral language, oral narrative, spelling and writing development in 7-9 year old children
Author: Bate, Chloë C.
ISNI:       0000 0004 6056 6743
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2016
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Abstract:
Writing development has received less attention in the research literature compared to reading or oral language development, and the nature of relationships between different aspects of writing and oral language at different developmental points is unclear. The aim of the current study was to explore writing development in 7-9 year old children, and the relationships between different aspects of their writing and oral language, oral narrative, and spelling skills. A two-year longitudinal study was carried out with 50 children in three mainstream UK primary schools. The children's written narrative, oral language (receptive vocabulary and expressive grammar), oral narrative, spelling and non-verbal cognition skills were assessed at the end of year 3 (aged 7-8 years) and again at the end of year 4 (aged 8-9 years). Findings showed that written sentence level skills were a relative strength for children at this age, whereas written discourse level skills (text structure and organisation) were less well-developed. Results from concurrent and longitudinal multiple regression analyses confirmed the significant influence of spelling constraints on writing performance in year 3 and year 4. However, language skills (oral language / oral narrative) were also significant predictors of most aspects of writing concurrently, generally making an increased contribution to writing in year 4 compared to year 3. Language skills were particularly important for written sentence structure skills, where they also approached significance longitudinally. Oral language was a unique significant predictor in year 3 for some aspects of writing, whereas there was a unique role of oral narrative in many aspects of writing in year 4, and in some aspects longitudinally from year 3 to year 4, as children began to differentiate oral and written language. Thus, the relationship between language skills and writing changed over time, and also depended on the particular aspect of writing being considered and its developmental level. Theoretical and practical implications of these findings are discussed.
Supervisor: Stackhouse, Joy ; Fricke, Silke Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.704353  DOI: Not available
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