Curriculum-Based Measurement for Beginning Writers (K-2)

Autor/inn/en	Dombek, Jennifer L.; Al Otaiba, Stephanie
Titel	Curriculum-Based Measurement for Beginning Writers (K-2)
Quelle	In: Intervention in School and Clinic, 51 (2016) 5, S.276-283 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451215606691
Schlagwörter	Curriculum Based Assessment; Beginning Writing; Elementary Secondary Education; Early Childhood Education; Writing Skills; Skill Development; Needs Assessment; Media Selection; Scoring Formulas; Teaching Methods; Educational Practices + Suchen Sie Ihr Suchwort? Erstschreibunterricht; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Bedarfsermittlung; Medienwahl; Scoring rubrics; Auswertungsbogen; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	Assessment and instruction of reading tend to dominate current discussions of early literacy. Shifting the focus to writing, this article addresses the assessment of writing for students in kindergarten through second grade. Using curriculum-based measurement of written expression for beginning writers, teachers can measure growth of smaller increments of writing skill development (i.e., number of words written in a given time or using correctly sequenced letters or words) and may use this method repeatedly across the school year to show growth and identify weakness in students' early writing skills. (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