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Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
4.1.1 Data
1,998 written sheets produced by 95
primary grade students in 21 writing
tasks.
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
4.1.2 Data analysis
The written sheets collected from each writing
task were classified into six categories:
blank,
drawing (including symbols, drawings, and
numbers),
letter writing,
word writing,
fragment writing,
sentence writing.
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
4.1.2 Data analysis
The “word writing”category included both inventively spelt words (e.g., lik,
aple) and conventionally spelt words.
The “fragment writing” category covered any multiword constructions.
The construction could be a grammatical phrase in terms of word
combination (e.g., how old, a red dog) or any multiword construction of
which the word combination was ungrammatical and the meaning could
not be indentified (e.g., run dog, bed red).
Sentence writing, including grammatical ones and ungrammatical ones,
differed from fragment writing in that sentence writing was a multiword
construction which had necessary elements of a sentence (e.g., a subject
and a verb and/or an object).
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
4.1.2 Data analysis
The sheets of each category, except the
blank category, were examined for the
application of Clay’s seven principles as well
as other writing behaviors.
The sheets were examined based on the
following eight criteria.
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
4.1.2 Data analysis
1. When the writing goes from left to right, top to bottom, the
directional principle can be assumed.
2. When an isolated item (e.g., a drawing, a letter, a word, a
multiword construction) is listed twice or more on a sheet, the
recurring principle can be assumed.
3. When half of word-like constructions appearing on a sheet
are unidentifiable, the generating principle can be assumed.
4. When a writer lists (draws/writes) on a sheet five items or
more of different letters, words, or multiword constructions,
the inventory principle can be assumed.
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
4.1.2 Data analysis
5. When a writer has five or more drawings accompanied by
corresponding word initials of the drawing objects, the
inventory principle can be assumed.
6. When a writer turns around and/or decorates the
conventional written forms and/or decorates drawings with
the conventional written forms, the flexibility principle can be
assumed.
7. When a writer produces items having apparent contrast in
some certain features (e.g., pq, db), the contrastive principle
can be assumed.
8. When identifiable abbreviations (e.g., SOS) are detected
on a sheet, the abbreviation principle can be assumed.
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
Vertical Writing
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
Vertical Writing
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
Vertical Writing
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Recurring Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Recurring Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Recurring Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Recurring Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Inventory Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Inventory Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Inventory Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Inventory Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Inventory Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Flexibility Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Generating Principle
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
The Generating Principle
Peter seemed aware of vowel
digraph structures such as -oo, oa, double consonant structures
such as pl-, -pp- and -ll- and the
spelling pattern –fle and –pple.
A beginning writer might apply
the generating principle at the
very beginning stage based on
his understanding of word
construction, which is combining
letters to form words.
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
Employing Multiple Codes to Express Messages
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
Employing Multiple Codes to Express Messages
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
Mirror Writing
Chap. 4: Beginning Writing Behaviors
(Chang, 2010)
Hollow Writing