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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)
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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)
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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