ABSTRACT
Following Emig’s (1971) and Rogers’ (2011) recommendations for longitudinal individual case studies of the same students, we report case studies for 10 girls and 10 boys, who attended schools in the Pacific Northwest of the United States at the beginning of the twenty-first century and were assessed annually for the first five grades (ages 6–11 years). The individual child writers were English-language users even if other languages were spoken at home. According to parent report, two were African American, two were Asian American, and the rest were European American; only one was adopted. Their parents’ educational levels ranged from community college to college to graduate school. They were selected from a sample of over 200 unreferred children in a 5 year longitudinal study of writing, reading, and oral language development because they had also participated in brain imaging at the end of the longitudinal study.
