Understanding the Changes in Writing Between Early to Academic Literacy: The transition between Grade 3 and Grade 4 Students

Due to the increasing curriculum demands, students often struggle to successfully transition from grade 3 to grade 4. During this transitional period, students are expected to have learned how to write and use those skills to perform academically. There are several variables at play in terms of making the transition from early literacy to academic literacy, such as vocabulary, handwriting, and fluency. Being successful in this literacy transition is crucial for overall academic success and flourishing. This study aims to explore different factors that may influence students’ writing during this transitional period. English Language Learners (ELL) and English Native Speakers (ENS) were compared. Students were compared in grade 3 to grade 4 in terms of quality of writing, quality of handwriting, total number of words (TNW), low-frequency threshold (LFT), band 4 coverage, and off-list words. A path analysis was conducted, demonstrating the importance of handwriting quality and lexical reach on fluency and indirectly on writing quality. Results show no significant differences between ELL students and ENS. Although there were no differences in quality writing outcomes from grade 3 to grade 4, LFT decreased, and TNW, handwriting quality, and band 4 coverage increased. In grade 3, all variables were correlated with quality writing outcome. However, in grade 4, the percentage of off-list words is no longer correlated with the quality writing outcome. In grade 3, only the LFT, the TNW, and the quality writing outcome were correlated with the grade 4 quality writing outcome. Path analyses suggest that the LFT and handwriting quality impact the TNW, impacting the quality writing outcome. Overall, students struggle to make the leap from grade 3 to grade 4 and require more support.

Name thesis:degree_name

Master of Science (MSc)

Discipline thesis:degree_discipline

Education Graduate Program – Educational Psychology

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2023

Author dc:creator

• Mir-Orefice, Aurélia

Advisor dc:contributor.advisor

• Nordstokke, David

Committee members dc:contributor.committeemember

• Nordstokke, David
• Roessingh, Hetty
• Burns, Amy
• Drefs, Michelle

• Writing
• Vocabulary
• Handwriting
• Fluency

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

en

DOI

https://doi.org/10.11575/PRISM/42374

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:1880/117531