Theoretical models of early writing support the importance of discourse knowledge to writing (Bereiter & Scardamalia, 1987; Berninger & Winn, 2006). However, there is limited research on the relationship between discourse knowledge and writing among beginning writers. This study explored whether fall, spring, and change in discourse knowledge predicted first-graders’ end-of-year writing. Three hundred eighty first-graders were given a discourse knowledge interview in the fall and spring assessing knowledge of writing production procedures, substantive processes, story elements, and writing motivation. Additional fall assessments included handwriting fluency, spelling, reading, and vocabulary. Students’ narrative and descriptive writing was assessed at the end of the year. Hierarchical linear modeling showed that fall discourse knowledge and knowledge gain variables were not consistent predictors for writing outcomes. However, a more consistent relation was found between spring discourse knowledge and writing achievement, where production procedures predicted writing in both genres while substantive processes and story elements only predicted narrative writing. This study extended findings from earlier research by examining the discourse knowledge and writing achievement of young students.

中文翻译：

---

话语知识在一年级学生写作中的作用

早期写作的理论模型支持话语知识对写作的重要性（Bereiter & Scardamalia, 1987; Berninger & Winn, 2006）。然而，对于初级作家的话语知识与写作之间的关系的研究还很有限。这项研究探讨了秋季、春季和话语知识的变化是否可以预测一年级学生的期末写作。380 名一年级学生在秋季和春季接受了一次话语知识面试，评估了写作制作程序、实质性过程、故事元素和写作动机的知识。其他秋季评估包括笔迹流利度、拼写、阅读和词汇。学生的叙述和描述性写作在年底进行了评估。分层线性模型表明，秋季话语知识和知识增益变量并不是写作结果的一致预测因子。然而，在春季话语知识和写作成就之间发现了更一致的关系，其中生产程序预测两种体裁的写作，而实质性过程和故事元素仅预测叙事写作。这项研究通过检查年轻学生的话语知识和写作成绩来扩展早期研究的结果。