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Exploring Latent Profiles of Writing...

Massey-Garrison, Angela.

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Exploring Latent Profiles of Writing in Linguistically Diverse Students in the Middle School Grades.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring Latent Profiles of Writing in Linguistically Diverse Students in the Middle School Grades./
Author:	Massey-Garrison, Angela.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
Description:	156 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-09, Section: B.
Contained By:	Dissertations Abstracts International82-09B.
Subject:	Psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28258235
ISBN:	9798597068473

Exploring Latent Profiles of Writing in Linguistically Diverse Students in the Middle School Grades.
Massey-Garrison, Angela.

Exploring Latent Profiles of Writing in Linguistically Diverse Students in the Middle School Grades. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 156 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: B.

Thesis (Ph.D.)--University of Toronto (Canada), 2021.

This item must not be sold to any third party vendors.

This thesis consists of two studies that investigate longitudinally narrative writing development and factors that lead to low performance in writing in the middle school grades with native English speakers (EL1) and English Learners. The first study consists of two parts. Part A examined writing profiles in Grade 4 and 6 and the resulting relationships to reading outcome measures as well as the effect of language status and gender. Three distinct writing profiles were found in Grade 4 and 6 (low performing, average, and strong writers) which corresponded to similar ability levels on the word reading and reading comprehension outcome measures. There was no EL-EL1 effect on the writing profiles, however there was a gender effect showing that boys were more at risk for writing difficulties than girls. Part B investigated the transition patterns of these writing profiles between Grades 4 to 6. The writing profiles were fairly stable across the middle school grades with a high proportion of students remaining in the same latent profile across time (76.4%). Differences were noted in the transition profiles of boys and girls with more boys remaining in the low performing group over time.The second study investigated the contribution of oral language (vocabulary and syntactic skills) to low performing writing status, beyond that of a base set of predictors, that included rapid naming, working memory, and spelling. In Grade 4, both vocabulary and syntactic skills contributed independently to low performing writing status beyond the base measures. By Grade 6, only syntactic skills were found to be a unique predictor of low performing writing status beyond the base measures.Overall, this thesis provides support that distinct and stable writing profiles can be recognized by the middle school grades in EL and EL1 students and offers insight into the characteristics of low performing writers. The implications of these findings for assessment and intervention and directions for future research are discussed.

ISBN: 9798597068473Subjects--Topical Terms:

519075
Psychology.
Subjects--Index Terms:

English Language Learners

Exploring Latent Profiles of Writing in Linguistically Diverse Students in the Middle School Grades.
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520 $a This thesis consists of two studies that investigate longitudinally narrative writing development and factors that lead to low performance in writing in the middle school grades with native English speakers (EL1) and English Learners. The first study consists of two parts. Part A examined writing profiles in Grade 4 and 6 and the resulting relationships to reading outcome measures as well as the effect of language status and gender. Three distinct writing profiles were found in Grade 4 and 6 (low performing, average, and strong writers) which corresponded to similar ability levels on the word reading and reading comprehension outcome measures. There was no EL-EL1 effect on the writing profiles, however there was a gender effect showing that boys were more at risk for writing difficulties than girls. Part B investigated the transition patterns of these writing profiles between Grades 4 to 6. The writing profiles were fairly stable across the middle school grades with a high proportion of students remaining in the same latent profile across time (76.4%). Differences were noted in the transition profiles of boys and girls with more boys remaining in the low performing group over time.The second study investigated the contribution of oral language (vocabulary and syntactic skills) to low performing writing status, beyond that of a base set of predictors, that included rapid naming, working memory, and spelling. In Grade 4, both vocabulary and syntactic skills contributed independently to low performing writing status beyond the base measures. By Grade 6, only syntactic skills were found to be a unique predictor of low performing writing status beyond the base measures.Overall, this thesis provides support that distinct and stable writing profiles can be recognized by the middle school grades in EL and EL1 students and offers insight into the characteristics of low performing writers. The implications of these findings for assessment and intervention and directions for future research are discussed.
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