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Reading and Writing

, Volume 31, Issue 4, pp 893–926 | Cite as

Writing proficiency level and writing development of low-achieving adolescents: the roles of linguistic knowledge, fluency, and metacognitive knowledge

  • Mirjam Trapman
  • Amos van Gelderen
  • Erik van Schooten
  • Jan Hulstijn
Article
First Online:

Abstract

In a longitudinal design, 51 low-achieving adolescents’ development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (1) linguistic knowledge, (2) metacognitive knowledge, and (3) linguistic fluency in predicting both the level and development of writing proficiency were assessed. Low-achieving students improved in writing proficiency, the language-minority students more so than the native-Dutch students. Regarding the level of writing proficiency, individual differences between low achieving adolescents could be accounted for by receptive vocabulary, grammatical knowledge, and speed of sentence verification, suggesting that these are important components in low-achieving adolescents’ writing. Regarding development in writing proficiency, grammatical knowledge predicted variation between low-achieving students. Explanations and educational implications of these findings are discussed.

Keywords

Writing development Literacy Low-achieving adolescents Vocabulary Grammar Fluency Metacognitive knowledge Adolescents 
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Notes

Funding

Funding was provided by Nederlandse Organisatie voor Wetenschappelijk Onderzoek (Grant NO. 411-06-503).

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© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Saxion University of Applied SciencesEnschedeThe Netherlands
  2. 2.University of AmsterdamAmsterdamThe Netherlands
  3. 3.Rotterdam University of Applied SciencesRotterdamThe Netherlands

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