Influence of Gender on Writing Development.
01 Jan 2006-
About: The article was published on 2006-01-01 and is currently open access. It has received 16 citations till now. The article focuses on the topics: Written language & Language development.
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TL;DR: This paper investigated predictors of early writing for low-income, urban students and found that student background, literacy skill, 1st grade teacher, and 1st-grade classroom environment were predictors for writing quality and output.
Abstract: The purpose of this study was to investigate predictors of early writing for low-income, urban students. Drawing on research and theory characterizing literacy development as a complex, integrative process, the author analyzed growth in the descriptive writing of students in Grades 1-3. The participants were 309 low-income children enrolled in 16 urban elementary schools. Descriptive writing samples were collected yearly as students progressed from Grades 1-3. Individual growth modeling indicated that student background, literacy skill, 1st-grade teacher, and 1st-grade classroom environment were predictors of writing quality and output. The results illustrate the complexity of early writing development and signal the importance of a comprehensive, developmental model of writing.
65 citations
TL;DR: This article examined the effects of instruction in a content area writing framework on students' text quality and ability to use writing to learn, and found that instruction significantly increased argument genre knowledge and explanation text quality.
Abstract: Writing can be a tool for communicating and learning in content area subjects. This pretest-posttest quasi-experiment examined the effects of instruction in a content area writing framework on students’ text quality and ability to use writing to learn. It also examined the effects of possible moderator variables (gender, previous writing achievement) and mediator variables (genre knowledge, approach to writing). A multilevel analysis was conducted with students nested within classes. Instruction significantly increased argument genre knowledge and explanation text quality, but not argument text quality, explanation genre knowledge, or learning during writing. Gender predicted previous writing achievement and posttest argument text quality, but did not interact significantly with instruction. Previous writing achievement strongly affected several posttest measures, but did not interact significantly with instruction. A path analysis supported the theory that instruction affects genre knowledge, which affects text quality, which predicts learning during writing.
48 citations
TL;DR: This article investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students' gender as well as their associations with writing achievement and found that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing selfefficacy belief.
Abstract: This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed.
39 citations
01 Nov 2015
TL;DR: According to the Common Core State Standards (CCSS), to be college and career ready students must be able to construct logical arguments using facts and reason as mentioned in this paper, and a feminist perspective provides an a...
Abstract: According to the Common Core State Standards (CCSS), to be college and career ready students must be able to construct logical arguments using facts and reason. A feminist perspective provides an a...
39 citations
TL;DR: Gender differences in the imaginative narrative and persuasive description writing of a sample of Year 5 (9- to 10-year-old) children were investigated using a standardised test and a repeat design, with the same tasks being undertaken a year later as mentioned in this paper.
Abstract: Gender differences in the imaginative narrative and persuasive description writing of a sample of Year 5 (9- to 10-year-old) children were investigated using a standardised test and a repeat design, with the same tasks being undertaken a year later. The texts were analysed using test guidelines and genre-specific rating scales derived from the relevant literature. Differences in writing attainment were found to exist, with boys generally performing less well than girls. In the five constituents of writing assessed by the test, girls scored significantly higher in four in both years. Boys did not score significantly higher than girls in any constituent in either year. However, boys wrote significantly more in Year 6 than they had written in Year 5, and this may reflect increases in handwriting attainment. Boys’ under-attainment was less pronounced in the persuasive description writing, and they scored significantly higher than girls in Year 5 in three features of this writing. Although a subgroup of the hi...
37 citations