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| Autor/inn/en | Datchuk, Shawn M.; Hier, Bridget O.; Watts, Emily A. |
|---|---|
| Titel | Accounting for Levels of Language in Narrative and Expository Writing: A Skills Analysis of Second-Grade Student Writing |
| Quelle | In: Elementary School Journal, 121 (2021) 4, S.541-560 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0013-5984 |
| DOI | 10.1086/714051 |
| Schlagwörter | Grade 2; Elementary School Students; Writing Skills; Curriculum Based Assessment; Task Analysis; Error Patterns; Accuracy; Spelling; Punctuation; Grammar; Writing Evaluation; Teaching Methods; Writing Instruction; Difficulty Level; Writing Difficulties; Language Skills; Expository Writing; Narration |
| Abstract | We conducted a skills analysis on written expression curriculum-based measurement (WE-CBM) tasks completed by 117 second-grade students. As part of the skills analysis, we scored two WE-CBM tasks (i.e., narrative and expository) for correct and incorrect writing sequences, common writing errors, and sentence structures. Although a majority of students displayed low risk for writing difficulties, they had low accuracy in multiple word- and sentence-level skills: The three most common writing errors were related to spelling, nonend punctuation, and capitalization, and most sentences were incomplete. Furthermore, all students--regardless of risk status (i.e., high or low risk)--displayed similar difficulty with sentence structure and writing errors in nonend punctuation and capitalization. Results highlight the semi-independent nature of writing skills (i.e., word, sentence, and connected text) and the potential for skills analysis to inform instruction. (As Provided). |
| Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2022/1/01 |
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