Exploring indicators of writing proficiency in beginning writers [electronic resource]
說明
71 p
附註
Source: Dissertation Abstracts International, Volume: 67-10, Section: A, page: 3718
Advisers: Clay Starlin; Diane Dunlap
Thesis (Ed.D.)--University of Oregon, 2006
This study employed a non-experimental case study design to investigate the types of curriculum-based measurement (CBM) writing indicators that are most useful in documenting the development of writing competence in young writers. The primary research questions were as follows: Are the CBM indices of letter, word, and sentence copying as well as letter, word, and sentence dictation developmentally sensitive? (i.e. Do the scores on these measures increase as the months of age of the student increases?) And, Do letter, word, and sentence copying and letter, word, and sentence dictation scores correlate with: (a) teachers' holistic rating of their students' writing, (b) a three-minute quick write scored for correct word sequences, and (c) the Wechsler Individual Achievement Test II(WIAT II)? Quantitative data was collected and analyzed to address these questions
Thirty-six students from three first grade classrooms in a single school participated in the study. Five sessions were conducted over 10 weeks in which 7 CBM written expression scores were collected. The scores were compared to three criterion variables: the teachers' mean holistic rating of 3 student writing samples, the mean score for 5 CBM, 3 minute quick writes, and the WIAT II. The data was studied both graphically and through statistical analysis, utilizing single factor ANOVA for repeated measures. Five measures showed a significant difference in scores over time (p=.005)
Results of the correlational analysis indicated moderate to strong correlations between the criterion variables and the predictor variables of word copying, word dictation, sentence copying, and sentence dictation, writing measures. Sentence dictation showed the strongest correlation in each analysis
Based on the results of this study, it does appear that indicators of early writing proficiency can be identified that will allow teachers to monitor student growth in early writing as well as to evaluate classroom instruction. The study recommends further research with larger sample size and over longer periods of time
