Literaturnachweis - Detailanzeige
| Autor/inn/en | Kim, Young-Suk; Al Otaiba, Stephanie; Folsom, Jessica S.; Greulich, Luana; Puranik, Cynthia |
|---|---|
| Titel | Evaluating the Dimensionality of First-Grade Written Composition |
| Quelle | 57 (2014), S.199-211 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1044/1092-4388(2013/12-0152) |
| Schlagwörter | Elementary School Students; Grade 1; Writing (Composition); Oral Language; Literacy; Reading; Spelling; Productivity; Syntax; Predictor Variables; Beginning Writing; Writing Evaluation; Florida |
| Abstract | 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 were analyzed using a latent variable approach, including confirmatory factor analysis and structural equation modeling. Results: The seven traits in the 6 + 1 trait system were best described as two constructs: substantive quality and spelling and writing conventions. When the other evaluation procedures such as productivity and syntactic complexity indicators were included, four dimensions emerged: substantive quality, productivity, syntactic complexity, and spelling and writing conventions. Language and literacy predictors were differentially related to each dimension in written composition. Conclusion: These four dimensions may be a useful guideline for evaluating developing beginning writers' compositions. [This article was published in "Journal of Speech, Language, and Hearing Research" (EJ1029471).] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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