Predicting writing skill development with word recognition and preschool readiness skills

In this longitudinal study, the writing skill development of 154 Finnish-sp eaking children was followed from preschool to the third grade. The focus w as on predictive associations between preschool writing readiness skills an d later mechanics of writing, as well as between word recognition skill, me chanics of writing, and composition coherence. In addition, comparisons wer e made between boys and girls to see to what extent writing skill developme nt is gender-specific. Multi-group structural equation modeling was used fo r statistical analysis. The results indicated that both mechanics of writin g and composition coherence could be predicted from performance on the same skill at an earlier point in time. Preschool measures of phonological and visual-motor skills predicted later mechanics of writing. Word recognition worked as a predictor of later mechanics of writing and composition coheren ce, but only starting from second grade, when the development of the word r ecognition skill had become stabilized at a high enough level. Furthermore, first grade mechanics of writing predicted second grade composition cohere nce, but only at this early stage of productive writing when there were sti ll difficulties in the mechanics of writing. Girls were better at tasks mea suring mechanics of writing and wrote more coherent stories than boys. The gender difference in the mechanics of writing at the first grade level was explained by the presented model. Educational implications were discussed.