Multidimensional Levels of Language Writing Measures in Grades Four to Six

Autor/inn/en	Troia, Gary A.; Shen, Mei; Brandon, Diana L.
Titel	Multidimensional Levels of Language Writing Measures in Grades Four to Six
Quelle	In: Written Communication, 36 (2019) 2, S.231-266 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/0741088318819473
Schlagwörter	Elementary School Students; Intermediate Grades; Writing (Composition); Expressive Language; Writing Instruction; Writing Assignments; Fiction; Productivity; Accuracy; Difficulty Level; Punctuation; Spelling; Writing Skills; Predictor Variables; Sentences; Writing Processes + Suchen Sie Ihr Suchwort? Mittelstufe; Schreibübung; Schreibunterricht; Fiktion; Produktivität; Schwierigkeitsgrad; Interpunktion; Schreibweise; Writing skill; Schreibfertigkeit; Prädiktor; Sentence analysis; Satzanalyse
Abstract	This study examined multiple measures of written expression as predictors of narrative writing performance for 362 students in grades 4 through 6. Each student wrote a fictional narrative in response to a title prompt that was evaluated using a levels of language framework targeting productivity, accuracy, and complexity at the word, sentence, and discourse levels. Grade-related differences were found for all of the word-level and most of the discourse-level variables examined, but for only one sentence-level variable (punctuation accuracy). The discourse-level variables of text productivity, narrativity, and process use, the sentence-level variables of grammatical correctness and punctuation accuracy, and the word-level variables of spelling/capitalization accuracy, lexical productivity, and handwriting style were significant predictors of narrative quality. Most of the same variables that predicted story quality differentiated good and poor narrative writers, except punctuation accuracy and narrativity, and variables associated with word and sentence complexity also helped distinguish narrative writing ability. The findings imply that a combination of indices from across all levels of language production are most useful for differentiating writers and their writing. The authors suggest researchers and educators consider levels of language measures such as those used in this study in their evaluations of writing performance, as a number of them are fairly easy to calculate and are not plagued by subjective judgments endemic to most writing quality rubrics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01