Technical Features of Curriculum-Based Measures for Beginning Writers

The purpose of the two studies reported in this article was to examine technical features of curriculum-based measures for beginning writers. In Study 1, 50 first graders responded to word copying, sentence copying, and story prompts. In Study 2, 50 additional first graders responded to letter, pict...

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Bibliographic Details
Published in:Journal of learning disabilities 2009-01, Vol.42 (1), p.41-60
Main Authors: McMaster, Kristen L., Xiaoqing Du, Pétursdóttir, Anna-Lind
Format: Article
Language:English
Subjects:
Achievement
Age differences
Beginning Writing
Biological and medical sciences
Child
Cues
Curricula
Curriculum
Curriculum Based Assessment
Duplication
Education, Special
Educational psychology
Elementary School Students
Female
Fundamental and applied biological sciences. Psychology
Grade 1
Grade 4
Grade 5
Humans
Intermediate Grades
Learning disabilities
Learning Disorders - diagnosis
Learning Disorders - therapy
Male
Orientation. Evaluation
Pattern Recognition, Visual
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Reliability
School based
Scoring
Secondary Education
Special education
Standardized tests
Teachers
Teaching - methods
Test Reliability
Test Retest Reliability
Test Validity
Theme
United States (Midwest)
Winter
Writing
Writing Difficulties
Writing instruction
Writing Tests
Written Language
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Summary:The purpose of the two studies reported in this article was to examine technical features of curriculum-based measures for beginning writers. In Study 1, 50 first graders responded to word copying, sentence copying, and story prompts. In Study 2, 50 additional first graders responded to letter, picture-word, picture-theme, and photo prompts. In both studies, 3- to 5-minute prompts were administered in winter and spring and scored using a variety of quantitative procedures. Students were also administered the Test of Written Language—Third Edition , and teacher ratings and scores on a district rubric for writing were collected. Test-retest (Study 1 only) and alternate-form reliability, criterion validity, and winter-to-spring growth were examined for each measure. Sentence-copying, story, picture-word, and photo prompts emerged as promising beginning-writing measures. Findings have implications for monitoring student progress within a seamless and flexible system across ages and skill levels.
ISSN:0022-2194
1538-4780
DOI:10.1177/0022219408326212