In the present study we examined the contributions of transcription and foundational oral language skills to written composition outcomes in a sample of kindergartners. Two hundred and eighty-two kindergarten students from 49 classrooms participated in this study. Children's writing-related skills were examined using various tasks. Latent structural equation modeling was used to test the hypothesis that transcription moderates the relation between foundational oral language and compositional productivity and quality for kindergarten writers. This hypothesis is one possible manifestation of the Developmental Constraints Hypothesis (DCH). In support of the DCH, transcription had a strong constraining effect on both composition quality and productivity. Additionally, transcription moderated the relation between foundational oral language skills and composition quality, although the moderation was negative. There was no signification moderation of transcription on the foundational oral language -composition productivity relation. Implications of the findings and future directions are discussed including challenges assessing composition in young, beginning writers.

中文翻译：

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解析幼儿园儿童的转录和口语与书面作文的关系

在本研究中，我们以幼儿园学生为样本，研究了转录和基础口语技能对书面作文结果的贡献。来自49个教室的282名幼儿园学生参与了这项研究。通过各种任务来检查儿童的写作相关技能。使用潜在结构方程模型来检验这样的假设：转录调节幼儿园作家的基础口语与作文生产力和质量之间的关系。该假说是发展约束假说（DCH）的一种可能表现。为了支持 DCH，转录对组合物质量和生产率都有很强的限制作用。此外，转录调节了基础口语技能和作文质量之间的关系，尽管这种调节是负面的。转录对基本口语-作文生产力关系没有显着调节作用。讨论了研究结果的意义和未来的方向，包括评估年轻作家写作的挑战。