Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition

Autor/inn/en	Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy
Titel	Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition
Quelle	107 (2015) 1, S.79-95 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037210
Schlagwörter	Writing (Composition); Gender Differences; Curriculum Based Assessment; Scoring; Scores; Elementary School Students; Grade 2; Grade 3; Factor Analysis; Hierarchical Linear Modeling; Writing Evaluation; Writing Skills; Writing Improvement; Predictor Variables; Productivity; Oral Language; Reading Skills; Spelling; Alphabets; Handwriting; Accuracy; Attention; Task Analysis; Writing Tests; Achievement Tests; Oral and Written Language Scales; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Schreibübung; Geschlechterkonflikt; Bewertung; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Faktorenanalyse; Writing skill; Schreibfertigkeit; Prädiktor; Produktivität; Oral interpretation; Mündlicher Sprachgebrauch; Reading skill; Lesefertigkeit; Schreibweise; Buchstabenschrift; Handschrift; Aufmerksamkeit; Aufgabenanalyse; Writing test; Schreibtest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; WIAT; Eignungsprüfung; Eignungstest
Abstract	We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from 2nd- and 3rd-grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs but that writing quality and CBM scoring were highly related (r = 0.82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. [This article was published in "Journal of Educational Psychology" (EJ1055888).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01