Literaturnachweis - Detailanzeige
| Autor/inn/en | Ritchey, Kristen D.; Coker, David L., Jr.; McCraw, Sara B. |
|---|---|
| Titel | A Comparison of Metrics for Scoring Beginning Spelling |
| Quelle | In: Assessment for Effective Intervention, 35 (2010) 2, S.78-88 (11 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1534-5084 |
| DOI | 10.1177/1534508409336087 |
| Schlagwörter | Spelling; Intervals; Phonology; Metric System; Phonological Awareness; Scoring; Kindergarten; Writing Skills; Reading Difficulties; Measurement Techniques; Correlation; Item Response Theory; Item Analysis |
| Abstract | The authors investigated four spelling scoring metrics: total words correct, correct letter sequences, correct sounds, and phonological coding scoring (developed by Tangel and Blachman) across two studies with children in kindergarten. The relationships between spelling scores and measures of reading, phonological awareness, and writing skills were studied. The scores from each metric were highly correlated. There were moderate to strong relationships between each spelling score and word reading, phonological awareness, letter name fluency, nonsense word fluency, and writing skills. Additionally, each spelling metric was sensitive to growth across 2-month intervals. The results suggest that these scoring metrics provide an equivalent index of spelling skill at a single assessment point and that phonological coding is most sensitive to growth over time. (Contains 7 tables.) (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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