Predicting First-Grade Students’ Writing Achievement Using the Canadian Readiness Test and Selected Measures of Cognitive Development

AbstractIn the context of current trends in early language education, writing has now become an important part of first-grade language instruction. This study examined the value of two different sets of variables as predictors of first-grade writing achievement. One set, consisting of six variables measuring cognitive development, was found not to predict writing achievement. The second set, consisting of the seven subtests of the Canadian Readiness Test, was found to be a significant predictor. A secondary task of the study was to identify an efficient and valid measure for first-grade writing achievement.

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