Latent profiles of writing-related skills, knowledge, and motivation for elementary students and their relations to writing performance across multiple genres

• Five distinct writing profiles were identified among 4th and 5th graders using theory-aligned measures. Profiles distinguished not only by level of performance on writing-related skills, but also knowledge about motivation. Profile membership predicted students’ three genre-based tasks. Grade, gender, disability status significantly influenced the probability being classified as a member globally proficient group versus other groups. Our goal in this study is to expand limited research writer profile advantageous model-based approach latent analysis independent tasks evaluate aspects individual knowledge, motivation, cognitive processes that align with Hayes’ (1996) framework, which has received empirical support. We address questions. First, what are observed for late elementary writers measures aligned an empirically validated model writing? Second, do student sociodemographic characteristics—namely grade, race, English learner status, special education status—influence membership? Third, how does narrative, opinion, informative tasks, determined quality writing, vary profile? A five-profile had best fit statistics Globally Weak, At Risk, Average Motivated, Unmotivated, Proficient. Overall, fifth graders, female students, White native speakers, students without disabilities greater odds Proficient writers. For all genres, inversely related average papers written who Proficient; however, Weak Risk different their quality, Motivated Unmotivated did differ from each respect quality. These findings indicate upper exhibit patterns strengths weaknesses necessitate comprehensive yet differentiated instruction motivation yield desirable outcomes.