title: Evaluating the dimensionality of first-grade written composition.
abstract: OBJECTIVE
  This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition.
  
  
  METHODS
  A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data were analyzed using a latent variable approach, including confirmatory factor analysis and structural equation modeling.
  
  
  RESULTS
  The seven traits in the 6 + 1 trait system were best described as two constructs: substantive quality and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition.
  
  
  CONCLUSIONS
  These four dimensions may be a useful guideline for evaluating developing beginning writers' compositions.
authors.forename: Young-Suk
authors.initials: YS
authors.lastname: Kim
authors.forename: Stephanie
authors.initials: S
authors.lastname: Al Otaiba
authors.forename: Jessica S
authors.initials: JS
authors.lastname: Folsom
authors.forename: Luana
authors.initials: L
authors.lastname: Greulich
authors.forename: Cynthia
authors.initials: C
authors.lastname: Puranik
mesh_terms: D002648:Child; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006236:Handwriting; D006801:Humans; D007804:Language Development; D008037:Linguistics; D008297:Male; D017145:Models, Educational; D011932:Reading; D014825:Vocabulary; D014956:Writing