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Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners

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dc.contributor.author Perkins, Christina Jacqueline
dc.date.accessioned 2019-04-23T17:57:46Z
dc.date.available 2019-04-23T17:57:46Z
dc.date.copyright 2019 en_US
dc.date.issued 2019-04-23
dc.identifier.uri http://hdl.handle.net/1828/10743
dc.description.abstract Second language (L2) learners are a growing population in Canadian school systems, and acquisition of literacy skills is critical to their success in Canadian society. While much research has been devoted to writing development in first language (L1) learners, text-level writing remains relatively underexplored in L2 populations. The present study sought to address this gap by considering the relative contributions of component oral language and word-level literacy skills to writing in elementary students speaking English as a first (EL1) or second (EL2) language. A sample of 124 kindergarten students (56 EL1, 68 EL2) and 112 grade three students (51 EL1, 61 EL2) completed a battery of standardized measures assessing oral language, word-level literacy, and writing skills. An ordinary least squares (OLS) regression-based mediation path analysis was used to test associations among oral language, word-level literacy, and writing skills in each group. Results indicated that word-level literacy skills had a significant direct effect on writing in all groups, but that oral language had no significant direct effect on writing in any groups. Instead, the effect of oral language on writing was significantly mediated by word-level skills in the kindergarten EL1 and EL2 groups, and the grade three EL1 group. The indirect effect of oral language on writing through word-level skills was not significant in the grade three EL2 group. Despite this, no significant differences in variable associations were found between EL1 and EL2 groups in either grade. Oral language skills were additionally found to have a significant effect on word-level literacy skills in the kindergarten EL1 and EL2 groups and the grade three EL1 group; the significance of this effect in the grade three EL2 group was unclear. Results of this study are discussed in relation to existing literature, and existing theories of L1 and L2 writing. en_US
dc.language English eng
dc.language.iso en en_US
dc.rights Available to the World Wide Web en_US
dc.subject English as a Second Language en_US
dc.subject EL2 en_US
dc.subject Oral Language Skills en_US
dc.subject Word-Level Literacy Skills en_US
dc.subject Second Language Learners en_US
dc.subject Path Analysis en_US
dc.subject ELL en_US
dc.subject ESL en_US
dc.subject Writing en_US
dc.subject Simple View of Writing en_US
dc.subject Elementary Writing en_US
dc.subject Kindergarten en_US
dc.subject Grade Three en_US
dc.subject Literacy en_US
dc.subject Education en_US
dc.subject Indirect Effect en_US
dc.subject Primary Grades en_US
dc.subject Component Skills en_US
dc.subject Writing Components en_US
dc.subject Word Level Literacy Skills en_US
dc.subject Mediation Analysis en_US
dc.subject Oral Language en_US
dc.subject Second Language en_US
dc.subject L2 en_US
dc.subject Writing Outcomes en_US
dc.subject Text-Level Writing en_US
dc.subject Text Level Writing en_US
dc.subject Writing Composition en_US
dc.title Contributions of oral language and word-level literacy skills to elementary writing in first and second language learners en_US
dc.type Thesis en_US
dc.contributor.supervisor Harrison, Gina Louise
dc.degree.department Department of Educational Psychology and Leadership Studies en_US
dc.degree.level Master of Arts M.A. en_US
dc.description.scholarlevel Graduate en_US


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