Abstract

Although several decades of research has highlighted the contribution of classroom behaviors to students’ mathematics and reading performance, this relation with regard to writing performance has been examined to a lesser extent. Therefore, this study sought to examine a wide range of classroom behaviors as predictors of written expression, spelling, and handwriting performance across male and female students. Data were collected from 80 third-grade students and their teachers (n = 4). Results indicated that for female students, high levels of accuracy and consistency of academic work were related to greater written expression performance. This pattern of findings was also observed for spelling performance, regardless of gender. A relation was not observed between classroom behaviors and handwriting performance. This study provides preliminary findings that suggests the importance of considering the contribution of classroom behaviors to students’ writing performance.

摘要

尽管几十年来的研究突出了课堂行为对学生数学和阅读表现的贡献，但在写作表现方面的这种关系已在较小程度上得到检验。因此，本研究试图研究广泛的课堂行为，作为男女生书面表达，拼写和笔迹表现的预测指标。数据来自80名三年级学生及其老师（n = 4）。结果表明，对于女学生而言，较高的准确性和学术工作的一致性与更高的书面表达能力有关。无论性别如何，都可以观察到这种发现模式的拼写表现。教室行为与笔迹表现之间未发现相关性。这项研究提供的初步发现表明，考虑课堂行为对学生写作表现的重要性。