Properties of a Combined Measure of Reading and Writing: The Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader)

Autor/inn/en	Gioia, Anthony R.; Ahmed, Yusra; Woods, Steven P.; Cirino, Paul T.
Titel	Properties of a Combined Measure of Reading and Writing: The Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader)
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 36 (2023) 3, S.723-744 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gioia, Anthony R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-022-10274-6
Schlagwörter	Reading Writing Relationship; Writing Evaluation; Self Evaluation (Individuals); Executive Function; Correlation; Reading Comprehension; Reliability; Evaluation Methods; Elementary School Students; At Risk Students; Reading Difficulties; Writing Difficulties; Reading Tests; Writing Tests; Standardized Tests; Language Skills + Suchen Sie Ihr Suchwort? Korrelation; Leseverstehen; Reliabilität; Reading difficulty; Leseschwierigkeit; Schreibstörung; Lesetest; Writing test; Schreibtest; Standadised tests; Standardisierter Test; Language skill; Sprachkompetenz
Abstract	There is significant overlap between reading and writing, but no known standardized measure assesses these jointly. The goal of the present study is to evaluate the properties of a novel measure, the Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader), that simultaneously evaluates both reading comprehension and writing. In doing so, we evaluate reliability (Cronbach's alpha) and various aspects of construct-related validity, including separate criterion measures of reading and writing, and the AWSM Reader's relations with other variables, including language and executive function (EF), both of which are implicated for both reading and writing. Participants were 377 3rd, 4th, and 5th graders with or at-risk for reading and writing difficulties. Reliability was low for the AWSM Reader reading comprehension ([alpha] = 0.58), but good for writing ([alpha] = 0.75-0.80). Criterion-related validity indices revealed moderate correlations with other standardized and commonly used reading and writing measures, r = 0.47 to 0.50 (all ps < 0.001). Additionally, validity data supported the relations of both language and EF to AWSM Reader reading and writing, with EF showing unique prediction in both reading and writing domains. Results provide initial support for the measure per se but stress the difficulty in constructing combined reading and writing measures; directions are given for future work. Results also add to data on the contributions of language and EF to both reading and writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01