Writing proficiency level and writing development of low-achieving adolescents: the roles of linguistic knowledge, fluency, and metacognitive knowledge

In a longitudinal design, 51 low-achieving adolescents' development in writing proficiency from Grades 7 to 9 was measured. There were 25 native-Dutch and 26 language-minority students. In addition, the roles of (i) linguistic knowledge, (ii) metacognitive knowledge, and (iii) linguistic fluency in predicting both the level and development of writing proficiency were assessed. Low-achieving students improved in writing proficiency, the language-minority students more so than the native-Dutch students. Regarding the level of writing proficiency, individual differences between low-achieving adolescents could be accounted for by receptive vocabulary, grammatical knowledge, and speed of sentence verification, suggesting that these are important components in low-achieving adolescents' writing. Regarding development in writing proficiency, grammatical knowledge predicted variation between lowachieving students. Explanations and educational implications of these findings are discussed