The Writing Abilities of Juvenile Justice Youths: A Confirmatory Factor Analysis

Autor/inn/en	Rodgers, Derek B.; Reed, Deborah K.; Houchins, David E.; Aloe, Ariel M.
Titel	The Writing Abilities of Juvenile Justice Youths: A Confirmatory Factor Analysis
Quelle	In: Journal of Educational Research, 113 (2020) 6, S.438-451 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rodgers, Derek B.) ORCID (Reed, Deborah K.) ORCID (Aloe, Ariel M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1854160
Schlagwörter	Writing Skills; Juvenile Justice; Correctional Institutions; Adolescents; Writing Tests; Scores; Factor Analysis; Factor Structure; Models; Guidelines; Evaluation Methods; Teaching Methods; Writing Instruction; Achievement Tests; Spelling; Theory Practice Relationship; Institutionalized Persons; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Jugendgerichtshilfe; Jugendstrafvollzug; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Writing test; Schreibtest; Faktorenanalyse; Faktorenstruktur; Analogiemodell; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schreibweise; Theorie-Praxis-Beziehung
Abstract	To better understand the writing skills of juvenile offenders and the components of their writing abilities, this study explored extant data from six measures of adolescents' writing skills administered upon their entrance into a juvenile justice facility. Overall, the 235 students (ages 13-16; Grades 5-11) exhibited low scores on all writing measures, but there was a wide range in their performance with some students scoring at or near ceiling. A confirmatory factor analysis supported our hypothesis of a two-factor structure consisting of sentence-level and discourse-level skills. We compared the fit of three alternative models: a one-factor model, a higher-order model, and a bifactor model. None of the alternative models was superior to the two-factor model. These factors provide empirical support for certain aspects of traditional writing models and suggest a framework for efficiently assessing students to inform instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01