Technical Features of Curriculum-Based Measures for Beginning Writers

Autor/inn/en	McMaster, Kristen L.; Du, Xiaoqing; Petursdottir, Anna-Lind
Titel	Technical Features of Curriculum-Based Measures for Beginning Writers
Quelle	In: Journal of Learning Disabilities, 42 (2009) 1, S.41-60 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219408326212
Schlagwörter	Curriculum Based Assessment; Grade 1; Writing Tests; Cues; Test Reliability; Test Validity; Beginning Writing; Elementary School Students; Duplication; Scoring; Written Language + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Writing test; Schreibtest; Stichwort; Testreliabilität; Testvalidität; Erstschreibunterricht; Bewertung; Geschriebene Sprache
Abstract	The purpose of the two studies reported in this article was to examine technical features of curriculum-based measures for beginning writers. In Study 1, 50 first graders responded to word copying, sentence copying, and story prompts. In Study 2, 50 additional first graders responded to letter, picture-word, picture-theme, and photo prompts. In both studies, 3- to 5-minute prompts were administered in winter and spring and scored using a variety of quantitative procedures. Students were also administered the "Test of Written Language--Third Edition", and teacher ratings and scores on a district rubric for writing were collected. Test-retest (Study 1 only) and alternate-form reliability, criterion validity, and winter-to-spring growth were examined for each measure. Sentence-copying, story, picture-word, and photo prompts emerged as promising beginning-writing measures. Findings have implications for monitoring student progress within a seamless and flexible system across ages and skill levels. (Contains 5 tables and 5 figures.) (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	2017/4/10