Writing argumentative texts is a hallmark of literacy attainments with a long and laborious trajectory. The present study explored the incipient stages in argumentative texts written by 293 Hebrew-speaking Israeli children in second, third, fourth, and fifth grades. The literacy cognitive, transcriptional, linguistic, and reading abilities were analyzed, as well the different text structure quality of children’s argumentative texts. The results indicate that that both literacy ability and text structure quality increase with age. However, not all the increases in the different literacy abilities are significant. Text structure quality—a measure of text organization and ideation—becomes more sophisticated and complete with age, attaining high-quality text structure in fourth and fifth grades in the production of autonomous texts with genre-driven elaborate features. The predictive power of the different literacy abilities to sustain a better-structured text varies across ages.

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读写相关能力对议论文质量结构的影响

撰写议论文是识字成就的标志，具有漫长而艰苦的轨迹。本研究探讨了由 293 名讲希伯来语的以色列儿童二、三、四和五年级撰写的议论文的初始阶段。分析了儿童议论文的识字认知能力、转录能力、语言能力和阅读能力，以及不同的篇章结构质量。结果表明，读写能力和文本结构质量都随着年龄的增长而提高。然而，并非所有不同识字能力的提高都是显着的。文本结构质量——文本组织和构思的衡量标准——随着年龄的增长变得更加复杂和完整，在制作具有体裁驱动的精细特征的自主文本时，在四年级和五年级获得高质量的文本结构。不同的识字能力对维持结构更好的文本的预测能力因年龄而异。