Early Grade Writing Assessment: An Instrument Model

Autor/in	Jiménez, Juan E.
Titel	Early Grade Writing Assessment: An Instrument Model
Quelle	In: Journal of Learning Disabilities, 50 (2017) 5, S.491-503 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219416633127
Schlagwörter	Spanish; Writing Skills; Elementary School Students; Grade 1; Grade 2; Grade 3; Comparative Analysis; Age Differences; Writing Evaluation; Writing Difficulties; Individual Differences; Alphabets; Screening Tests; Spelling; Verbal Communication; Test Construction; Test Validity; Test Reliability; Foreign Countries; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Spanisch; Writing skill; Schreibfertigkeit; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Age; Difference; Age difference; Altersunterschied; Schreibstörung; Individueller Unterschied; Buchstabenschrift; Screening-Verfahren; Schreibweise; Testaufbau; Testvalidität; Testreliabilität; Ausland; Statistische Analyse; Spanien
Abstract	The United Nations Educational, Scientific, and Cultural Organization promoted the creation of a model instrument for individual assessment of students' foundational writing skills in the Spanish language that was based on a literature review and existing writing tools and assessments. The purpose of the "Early Grade Writing Assessment" (EGWA) is to document learners' basic writing skills, mapped in composing units of increasing complexity to communicate meaning. Validation and standardization of EGWA was conducted in the Canary Islands (Spain) in 12 schools using a cross-sectional design with a sample of 1,653 Spanish-speaking students in Grades 1 through 3. The author describes EGWA's internal structure, along with the prevalence of learning disabilities (LD) in transcription and developmental differences in writing between Spanish-speaking children with LD and typical peers. Findings suggest that EGWA's psychometric characteristics are satisfactory, and its internal structure can be attributed to four factors responsible for a high percentage of the variance. The odds ratio indicated that 2 Spanish-speaking children with LD in transcription are identified out of every 100. A comparison between students with and without LD in transcription revealed statistically significant differences concerning sentence and text production across grades. Results are interpreted within current theoretical accounts of writing models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01