Assessing the Microstructure of Written Language Using a Retelling Paradigm

Autor/inn/en	Puranik, Cynthia S.; Lombardino, Linda J.; Altmann, Lori J. P.
Titel	Assessing the Microstructure of Written Language Using a Retelling Paradigm
Quelle	In: American Journal of Speech-Language Pathology, 17 (2008) 2, S.107-120 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1058-0360
DOI	10.1044/1058-0360(2008/012)
Schlagwörter	Written Language; Elementary School Students; Writing Skills; Factor Analysis; Age Differences; Writing Evaluation; Transcripts (Written Records); Computer Software; Measurement; Speech Language Pathology; Expository Writing; Writing Processes; Verbal Development; Writing Research; Florida + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Writing skill; Schreibfertigkeit; Faktorenanalyse; Age; Difference; Age difference; Altersunterschied; Messverfahren; Schreibforschung
Abstract	Purpose: The primary goal of this study was to document the progression of the microstructural elements of written language in children at 4 grade levels. The secondary purpose was to ascertain whether the variables selected for examination could be classified into valid categories that reflect the multidimensional nature of writing. Method: Written language samples were collected and transcribed from 120 children in Grades 3 through 6 using an expository text-retelling paradigm. Nine variables at various levels of language were analyzed. Results: Using a text-retelling paradigm, measures of productivity (e.g., total number of words and ideas) improved steadily with age, whereas measures of complexity (e.g., mean length of T-unit) did not. Results for measures of accuracy (e.g., spelling and writing conventions) were mixed, with some showing improvement across grades. Grade 3 students showed consistently poorer performance than students in Grades 4, 5, and 6. Grade 4 students showed poorer performance than students in Grades 5 and 6. Exploratory factor analysis suggests that writing can be represented by 3 factors: Productivity, Complexity, and Accuracy. Conclusions: Clinicians can use this multidimensional scheme for examining writing skills using text-retelling formats with children from Grades 3 through 6. This empirically based framework for measuring microstructural variables of writing provides clinicians with a 3-prong conceptual framework for determining children's strengths and weaknesses within the translational stage of writing. (Contains 6 tables.) (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://ajslp.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10