| Summary: | The role of gender, handwriting automaticity, reading proficiency, and verbal working memory in grade 4 and 5 students‟ (N = 42; 23 boys) performance on a curriculum-based measure of narrative writing was examined. Three outcomes were measured: total words written, correct minus incorrect word sequences (accurate production of spelling and grammar in-text), and composition quality. Gender (girls > boys) and handwriting automaticity were significant predictors of total words written, and gender (girls > boys), reading proficiency, and grade (5 > 4) significantly predicted correct minus incorrect word sequences scores. Total words written was the only significant predictor of composition quality. The results suggest that reading proficiency and handwriting automaticity should be assessed alongside written expression in order to identify children at risk for writing difficulties and to inform instructional recommendations for these individuals.
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