Literaturnachweis - Detailanzeige
| Autor/inn/en | Graham, Steve; Hebert, Michael; Paige Sandbank, Michael; Harris, Karen R. |
|---|---|
| Titel | Assessing the Writing Achievement of Young Struggling Writers: Application of Generalizability Theory |
| Quelle | In: Learning Disability Quarterly, 39 (2016) 2, S.72-82 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0731-9487 |
| DOI | 10.1177/0731948714555019 |
| Schlagwörter | Writing Achievement; Writing Difficulties; Writing (Composition); Norm Referenced Tests; Story Telling; Personal Narratives; Essays; Readability Formulas; At Risk Students; Literary Genres; Grade 2; Grade 3; Generalizability Theory; Student Writing Models; Scoring Formulas; Writing Tests; Writing Evaluation; Interviews; District of Columbia |
| Abstract | This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers' capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need of special assistance by their teacher and scored at the 25th percentile or lower on a norm-referenced story-writing test, wrote four compositions: a story, personal narrative, opinion essay, and informative text. Applying generalizability theory (G-theory), students' scores on three writing measures (total number of words [TNW], vocabulary diversity, and writing quality) for the four compositions were each portioned into variance due to the following sources: students, writing tasks, and the interaction between students and writing tasks. We found that 14, 8, and 11 compositions, respectively, would be needed to obtain a reliable estimate of these students' writing capabilities in terms of TNW, vocabulary diversity, and writing quality. Furthermore, how well these students wrote in one genre provided a weak prediction of how well they wrote in other genres. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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