This page has been created to share the latest research on developing children’s transcription and compositional skills. Below, you will find links to important research summaries. Please read these summaries carefully and consider reading the original research papers too.
- The relationship between children’s oral language and the quality of their writing [LINK]
- Transcription and oral language are key to children’s early writing development [LINK]
- Multicomponent writing instruction appears to yield better results [LINK]
- Yes, they can: Developing transcription and compositional skills together to help children write informative essays [LINK]
- Teach transcription and composition alone or together? [LINK]
- The relationship between writing fluency & writing quality in 5-8 year olds [LINK]
- The links between handwriting and composing for Y6 children [LINK]
- The impact of oral language and transcription skills on children’s early writing [LINK]
- Translating ideas into writing: High‑impact strategies to nurture children′s writing in early childhood classrooms [LINK]
- Comparing young children’s oral and written storyretelling: the role of ideation and transcription [LINK]
- The relationship between oral language, content knowledge, cognitive skills and writing [LINK]
- Expanding the developmental models of writing [LINK]
- The unrealised promise of emergent writing: Reimagining the way forward for early writing instruction [LINK]
- The impact of supplemental handwriting and spelling instruction [LINK]
- The effects of preschool writing instruction on children’s literacy skills [LINK]
- The writing processes of children in the early years [LINK]
- Early alphabet instruction [LINK]
- Encoding and ‘informed spelling’ [LINK]
- The effects of informed spelling on reading and writing achievement [LINK]
- Early spelling development [LINK]
- What writing is and how it changes across early and middle childhood [LINK]
- Rate of growth of preschool-age children’s oral language and decoding skills predicts beginning writing ability [LINK]
- Sharing their ideas with the world: Creating meaningful writing experiences for young children [LINK]
- Good text quality despite deficient transcription skills [LINK]
- Teaching early writing: Supporting early writers from preschool to primary school [LINK]
- Can 6 year olds demonstrate audience awareness? [LINK]
- Investigating the impact of preschool writing instruction on early writing development: Attention to instructional focus and strategy [LINK]
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In addition, you may find the following articles useful:
- Debunking edu-myths: Children should only write words they can spell [LINK]
- How can you teach children to write before they know their letters? [LINK]
- How do children start learning to write before they start school? [LINK]
- Developing children’s early word writing [LINK]
- A sensible (centralist) approach to early writing teaching [LINK]
- What are children doing as they produce writing? [LINK]
- How do we develop writing fluency? [LINK]
- What is writing fluency? [LINK]
- Spelling and handwriting provision: A checklist [LINK]
- Building up to extended writing projects [LINK]
- Where’s the research on teaching at the sentence-level? [LINK]
- Supporting children with written expression disabilities [LINK]