Understanding Young Children's Composition across Three Key Components: Transcription, Connection, and Discourse
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| Title: | Understanding Young Children's Composition across Three Key Components: Transcription, Connection, and Discourse |
|---|---|
| Language: | English |
| Authors: | Margaret F. Quinn (ORCID |
| Source: | Journal of Research in Childhood Education. 2025 39(1):42-60. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Early Childhood Education, Young Children, Kindergarten, Preschool Children, Childrens Writing, Emergent Literacy, Writing Exercises, Writing Skills, Phonetic Transcription, Writing Processes |
| DOI: | 10.1080/02568543.2024.2326139 |
| ISSN: | 0256-8543 2150-2641 |
| Abstract: | Early writing (i.e. young children's emerging skills prior to the onset of skilled writing) provides important foundations for literacy; however, its components are not evenly understood, assessed, or supported. Transcription skills (handwriting/spelling) are emphasized, while other aspects of composing are often sidelined. Understanding multiple composing components, including transcription, is critical. This study, examining a large corpus of composing samples (N = 394 samples) across two writing tasks, explores composing using a holistic conceptual frame and includes components of transcription in context (handwriting and spelling), connection (relationship between pre- and post-writing verbalizations), and discourse (quantity of ideas expressed). The results demonstrate variable skills (38%-41% of samples using scribbling and drawing; 63%-68% demonstrating connection between pre- and post-writing verbalizations) and further demonstrate that children express more ideas prior to writing, compared to following writing, on average (M = 3.48-4.12 ideas in pre-writing verbalization; M = 2.60-3.13 in post-writing verbalization), suggesting that many children transform and shorten their writing naturalistically and without prompting. Relationships between components were inconsistent (transcription and connection significantly related, ps < 0.05; other relationships were nonsignificant, ps > 0.05). The study provides insights into children's writing processes and has implications for instruction and assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1456344 |
| Database: | ERIC |
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| Abstract: | Early writing (i.e. young children's emerging skills prior to the onset of skilled writing) provides important foundations for literacy; however, its components are not evenly understood, assessed, or supported. Transcription skills (handwriting/spelling) are emphasized, while other aspects of composing are often sidelined. Understanding multiple composing components, including transcription, is critical. This study, examining a large corpus of composing samples (N = 394 samples) across two writing tasks, explores composing using a holistic conceptual frame and includes components of transcription in context (handwriting and spelling), connection (relationship between pre- and post-writing verbalizations), and discourse (quantity of ideas expressed). The results demonstrate variable skills (38%-41% of samples using scribbling and drawing; 63%-68% demonstrating connection between pre- and post-writing verbalizations) and further demonstrate that children express more ideas prior to writing, compared to following writing, on average (M = 3.48-4.12 ideas in pre-writing verbalization; M = 2.60-3.13 in post-writing verbalization), suggesting that many children transform and shorten their writing naturalistically and without prompting. Relationships between components were inconsistent (transcription and connection significantly related, ps < 0.05; other relationships were nonsignificant, ps > 0.05). The study provides insights into children's writing processes and has implications for instruction and assessment. |
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| ISSN: | 0256-8543 2150-2641 |
| DOI: | 10.1080/02568543.2024.2326139 |
