Becoming a writer: Can we predict how children will engage with the writing process at school entry?

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Abstract

Early success with school literacy often leads to future success and a positive attitude towards school literacy and school in general, while a poor beginning can lead to frustration, avoidance and a negative attitude. The study discussed in this article is the first phase in a long term study focusing on early writing development. In the first phase data were gathered from nine students in three Australian schools in the first 6 months of their formal schooling (February to July 2007). The study explored the use of standard language and cognitive development assessment tools as a means to predict potential engagement with writing in the first six months of school. Teacher's early predictions were also examined against outcomes for students. Findings suggest a need for caution.
Original languageEnglish
Pages (from-to)1-19
Number of pages19
JournalThe Journal of Reading, Writing and Literacy
Volume3
Issue number1
Publication statusPublished - 2008

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