Literaturnachweis - Detailanzeige
| Autor/inn/en | Puranik, Cynthia; Duncan, Molly; Li, Hongli; Guo, Ying |
|---|---|
| Titel | Exploring the Dimensionality of Kindergarten Written Composition |
| Quelle | (2020), (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | ORCID (Puranik, Cynthia) Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Kindergarten; Young Children; Writing (Composition); Writing Skills; Beginning Writing; Writing Evaluation; Scoring; Curriculum Based Assessment; Essays; Productivity |
| Abstract | Despite increasing pressure for children to learn to write at younger ages, there are many unanswered questions about composition skills in early elementary school. The goal of this research was to examine the dimensionality of composition skills in kindergarten children, thereby adding to current knowledge about the measurement of young children's writing and its component skills. The writing of 282 kindergarten children were assessed using three different scoring methods. Confirmatory factor analyses were used to investigate the dimensionality of various methods of scoring. Results indicated that a qualitative scoring system and a productivity scoring system capture distinct dimensions of kindergartners' compositions. A scoring system for curriculum-based measurement could not attain acceptable ft, which may suggest that CBM is ill-suited for capturing the important components of composition for kindergartners. This study indicated that the measurement and components of composition in kindergarten may be qualitatively different from the compositions of older children. [This is the online version of an article published in "Reading and Writing."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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