Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation

Limpo, Teresa; Vigário, V.; Rocha, Renata S.; Graham, Steve

doi:10.1016/j.cedpsych.2020.101856

Cited by 14 publications

(18 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Language background was statistically related to quality of students' writing, but they were mediated by students' gender and grade. These findings are consistent with the findings from many earlier investigations (e.g., Berninger & Fuller, 1992;Graham et al, 1998;Cordeiro et al, 2018;Limpo, et al, 2020b;Reilly et al, 2019), but in contrast to most of these prior studies, we controlled for variance due to class and school clustering.…”

Section: Grade and Gender Are Related To Handwriting Fluency And Writing Qualitysupporting

confidence: 89%

“…This is not necessarily a straightforward process. For example, a recent study with third grade students found that teaching text transcription skills improved children's handwriting, spelling, and quality of their text, but had a negative effect on motivation to write (Limpo, et al, 2020b). It is important that future instructional studies in writing take into account how different aspects of writing are impacted through handwriting instruction.…”

Section: Limitations and Final Commentsmentioning

confidence: 99%

See 1 more Smart Citation

Handwriting fluency and the quality of primary grade students’ writing

et al. 2021

Self Cite

View full text Add to dashboard Cite

Until children can produce letters quickly and accurately, it is assumed that handwriting disrupts and limits the quality of their text. This investigation is the largest study to date (2596 girls, 2354 boys) assessing the association between handwriting fluency and writing quality. We tested whether handwriting fluency made a statistically unique contribution to predicting primary grade students’ writing quality on a functional writing task, after variance due to attitude towards writing, students’ language background (L1, L2, bilingual), gender, grade, and nesting due to class and school were first controlled. Handwriting fluency accounted for a statistically significant 7.4% of the variance in the writing quality of primary grade students. In addition, attitude towards writing, language background, grade and gender each uniquely predicted writing quality. Finally, handwriting fluency increased from one grade to the next, girls had faster handwriting than boys, and gender differences increased across grades. An identical pattern of results were observed for writing quality. Directions for future research and writing practices are discussed.

show abstract

Section: Grade and Gender Are Related To Handwriting Fluency And Writing Qualitysupporting

confidence: 89%

Section: Limitations and Final Commentsmentioning

confidence: 99%

Handwriting fluency and the quality of primary grade students’ writing

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Student's average achievement was 3.72 for Portuguese ( SD = .98), 3.72 for Mathematics ( SD = .96) and 4.10 for Social Studies ( SD = .84). These achievement scores are similar to those found in previous studies with Portuguese children in the second and third grades (Limpo et al, 2020; Magalhães et al, 2020). The study was approved by the Ethics Committee of the authors' institution, and informed consent from all participants' legal guardians and child assent was gathered.…”

Section: Methodssupporting

confidence: 91%

“…Thus, though past studies suggested that after primary years the role of transcription in writing would decrease considerably, this recent evidence suggests that, despite becoming progressively automatic throughout schooling, transcription continues to indirectly influence writing performance after primary grades, by interfering with other writing processes. Further confirming the direct effect of transcription in primary graders' writing, transcription training, aimed to improve handwriting fluency and spelling accuracy, was also found to have a positive impact on text quality among primary graders (Hurschler Lichtsteiner et al, 2018; Limpo et al, 2020). Despite the evidence from these intervention studies, most of the research relating transcription and writing is correlational or cross‐sectional (e.g., Limpo et al, 2017; Skar et al, 2021), which prevents us from understanding the longitudinal relationships between these variables and asserting whether transcription skills are predictors of text quality or vice versa.…”

Section: Introductionmentioning

confidence: 80%

Relating transcription, executive functions and text quality in Grades 2–3: A cross‐lagged panel analysis

Vieira

Magalhães

Limpo

2022

Brit J of Edu Psychol

Self Cite

View full text Add to dashboard Cite

Background It has been suggested that children's writing is dependent on transcription and executive functions. However, there is a need for more research examining the relationships among those variables in primary school children, given that most existing studies are cross‐sectional and assess transcription and executive functions separately, and there are scarce and mixed longitudinal findings. Aims This study used a cross‐lagged panel model to explore the relationships among transcription skills, executive functions and text quality from Grade 2 to Grade 3. Sample The sample included 353 Portuguese children (195 boys, 155 girls) in Grade 2, who were reassessed in Grade 3. Methods Children were assessed on transcription, executive functions and writing tasks at two time points. Results Transcription skills and executive functions in Grade 2 positively predicted the same variables in Grade 3. At Grade 2, transcription skills were associated with executive functions and text quality. At Grade 3, we only found an association between executive functions and text quality. Finally, text quality in Grade 2 predicted transcription skills in Grade 3, but both transcription and executive functions in Grade 2 did not predict text quality in Grade 3. Conclusions Transcription skills and executive functions seem to be stable over time, but previous performance on these skills does not seem to predict later text quality. Overall, these findings do put into question the direction of the typically assumed relationships, especially between transcription and text quality. Findings also provide information that can guide the development of instructional programmes in primary school.

show abstract

“…Several studies indicate that, although related, drawing practice and handwriting practice are not completely interchangeable. Limpo, Vigário, Rocha, and Graham (2020) recently reported that a transcription intervention improved handwriting fluency more than a drawing intervention in a group of children between 8-9 years of age. Reybroek & Michiels (2018) found that handwriting fluency but not the ability to draw loops and lines improved after a brief finger-writing treatment in a small group of children with Developmental Language Disorder.…”

Section: Spelling Writing and Graphic Speed Developmentmentioning

confidence: 99%