This study aimed to investigate the roles of transcription skills and oral language abilities in predicting writing quality and productivity among Spanish-speaking kindergarten children (N = 159). Using Structural Equation Modeling (SEM), the study examined associations between these foundational skills and writing outcomes. The model demonstrated excellent fit, with significant relationships between observed measures and their respective latent variables. Transcription skills were found to robustly predict both writing quality and productivity, while oral language was a significant predictor only for writing quality. A notable covariance was observed between transcription and oral language constructs, emphasizing their interconnected influence on early writing development. The study’s findings contribute to the current discourse by aligning with the ‘not-so-simple’ view of writing, challenging conventional notions that prioritize transcription skills over oral language in early writing. These results have important implications for designing comprehensive early childhood literacy programs and suggest that both transcription and oral language abilities should be integrated for holistic writing development. Limitations and directions for future research are also discussed.

本研究旨在调查转录技能和口语能力在预测西班牙语幼儿园儿童写作质量和生产力方面的作用（N = 159）。该研究使用结构方程模型（SEM）检查了这些基础技能与写作成果之间的关联。该模型表现出出色的拟合度，观察到的测量值与其各自的潜在变量之间存在显着关系。研究发现，转录技能可以有力地预测写作质量和生产力，而口语仅是写作质量的重要预测因素。在转录和口语结构之间观察到显着的协方差，强调了它们对早期写作发展的相互影响。该研究的结果与“不那么简单”的写作观相一致，对当前的讨论做出了贡献，挑战了早期写作中转录技能优先于口头语言的传统观念。这些结果对于设计全面的幼儿识字计划具有重要意义，并表明转录和口语能力应结合起来以促进整体写作发展。还讨论了未来研究的局限性和方向。