Research paper on Logics of Inquiry in Studies of Early Writing Development: A Critical Review

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Title: Logics of Inquiry in Studies of Early Writing Development: A Critical Review

Abstract: To appropriately focus on early writing instruction and intervention, comprehensive descriptions of early writing development must be provided. Despite this, our knowledge of the development of early writing is incomplete and disjointed. Prior longitudinal study on the growth of young children’s writing has been the focus of this article’s critical assessment. The study’s major focus is the many logics of inquiry that were used. There have been 27 studies conducted on children from various countries and ages up until the age of twelve, totaling a combined 34 years. Theoretical foundations, research goals, definitions, study designs, timelines, investigative procedures, writing measurement or categorization, important results, and context or researcher training are all evaluated. The findings indicate that there might be several definitions of writing, or possibly no definition at all. These criteria affect the classification of the data as well as the study plans and measurement techniques that were used. Despite the fact that several studies have identified global development patterns, relatively little study has focused on how development really occurs or how it may go wrong. There hasn’t been much study of the connection between environment and cognition. Similar logical linkages between issue formulation and design, measurements, or applied classifications, as well as solid theoretical writing tactics, have been made in a few study projects. Here are some ideas for more research.

Keywords: Writing, early writing, the logic of inquiry, and research techniques

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Paper Quality: SCOPUS / Web of Science Level Research Paper

Subject: ELT – English Language Teaching

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