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Purpose This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method A large sample of 1st-grade students (N = 527) was assessed on their language, reading, spelling, letter writing automaticity, and writing in the spring. Data weredoi:10.23641/asha.6170432.v1 fatcat:gzqb33ji7rh3tjn6mkbpfejlbe