Developmental, gender, and practical considerations in scoring curriculum‐based measurement writing probes

Malecki, Christine K.; Jewell, Jennifer

doi:10.1002/pits.10096

Cited by 90 publications

(94 citation statements)

References 4 publications

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“…Girls' superior performance on spelling has also been reported before (e.g., Malecki & Jewell, 2003). However, this result should be evaluated cautiously.…”

Section: Language Group and Gender Differences In Written Expressionmentioning

confidence: 73%

“…6 DIMENSIONS OF WRITTEN EXPRESSION of both compositional fluency and quality. Likewise, Malecki and Jewell (2003) found that girls outperformed boys on all dimensions of written expression including compositional fluency and spelling accuracy among children from early to middle primary grade levels. Trio et al (2012) reported similar gender gaps in favour of girls with children from about 8 to 16 years of age.…”

Section: Dimensions Of Written Expression 2010mentioning

confidence: 99%

“…The word count is a widely used index of writing fluency (also referred to as productivity or compositional length) and has been found to correlate with writing quality in diverse populations (e.g., Graham, Berninger, Abbot, Abbot, & Whitaker, 1997;Malecki & Jewell, 2003;Olinghouse & Leaird, 2009). …”

Section: Dimensions Of Written Expressionmentioning

confidence: 99%

See 2 more Smart Citations

The dimensions of written expression: Language group and gender differences

Babayiğit

2015

Learning and Instruction

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“…Girls' superior performance on spelling has also been reported before (e.g., Malecki & Jewell, 2003). However, this result should be evaluated cautiously.…”

Section: Language Group and Gender Differences In Written Expressionmentioning

confidence: 73%

Section: Dimensions Of Written Expression 2010mentioning

confidence: 99%

See 1 more Smart Citation

The dimensions of written expression: Language group and gender differences

Babayiğit

2015

Learning and Instruction

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“…An increased sample size would also allow additional cognitive measures to be contrasted within the regression analyses, for example the contribution of reading, spelling and vocabulary skills to writing fluency and quality (Sumner et al, 2014). It is also important to extend these findings to consider how the text genre (Beard & Burrell, 2010) and assessment metrics applied (Berninger, Whitaker, et al, 1996;Malecki & Jewell, 2003) may affect the conclusions drawn about the relative skills of boys and girls.…”

Section: Limitationsmentioning

confidence: 99%

Exploring relationships between working memory and writing: Individual differences associated with gender

Adams

Simmons

Willis

2015

Learning and Individual Differences

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Gender differences in the relationships between working memory (short-term storage and combined storage and processing) in both the visuo-spatial and verbal domains and children's alphabet transcription and text writing abilities were investigated. Data from 81 children (43 males) aged between 5;2 to 8;5 revealed no significant group differences between boys and girls in working memory or writing performance. However, individual differences analyses demonstrated variation associated with age and gender in the memory skills underpinning writing. Regression analyses revealed that verbal short-term memory abilities predicted the alphabet transcription skills of boys but not girls. Although visuo-spatial short-term memory predicted writing quality in both genders, predictors of writing fluency differed with verbal working memory skills predicting boys' writing fluency and visuo-spatial short-term memory predicting writing fluency in girls. The need to consider gender differences more critically from the perspective of individual differences in cognitive skills underpinning writing development and the strategic application of these skills during writing is discussed.

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“…Deney ve kontrol grupları arasında yazma başarısı açısından anlamlı bir fark olmaması, yazma başarısının artmasında belli stratejilerin izlendiği geleneksel öğretimin de etkili olabileceğini düşündürebilir. Zaten bu araştırmada olduğu gibi diğer araştırmalarda da (Bui, Schumaker, & Deshler, 2006;Graham & Harris, 2005;Graham & Perrin, 2006;Malecki & Jewell, 2003) geleneksel öğretimin yazma başarısını artırdığı sonucuna ulaşılmıştır.…”

Section: Sonuç Ve Tartışmaunclassified

The Effect of Computer Assisted Instruction on Elementary Reading and Writing Achievement

Orhan-Karsak¹

2013

Journal of Theoretical Educational Science

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ABSTRACT:The research investigated the effect of computer assisted instruction (CAI) on elementary reading and writing achievement (ERWA). The sample consisted of 64 first graders (32 in the experimental group and 32 in the control group) in the 2006-2007 academic year. This quasi-experimental study had a posttest only control group design and was conducted during the first semester. The experimental group was taught by CAI and the control group was taught by traditional instruction. Data were gathered through 'Parent Questionnaire', 'Reading Concepts Scale', 'Achievement Test', 'Reading and Handwriting Observation Form' and analyzed by chi-square, frequency and t test through SPSS 12.0. The main findings of the study were as follows: (1) CAI affected first graders' handwriting, reading fluency and punctuation, (2) CAI didn't affect their writing and reading comprehension, (3) CAI affected ERWA of those who did not have any computer at home.Keywords: Computer assisted instruction, elementary reading and writing instruction, reading comprehension, handwriting, academic achievement. Extended AbstractPurpose and Significance: Regarding results obtained by different researchers and inadequate number of studies in Turkey, it is significance to investigate positive and negative effects of computer assisted instruction on elementary reading and writing achievement. Additionally, it is necessary to create a model which can contribute elementary reading and writing practices. For these reasons, this study investigated the impact of computer assisted instruction (CAI) on elementary reading and writing achievement (ERWA). So, questions addressed in this study were as follows: (1) Does CAI have significant effect on first graders' reading fluency, handwriting, punctuation, writing, reading comprehension, and ERWA? (2) Does CAI have significant effect on ERWA of first graders who have a computer at home and of who do not have any computer at home? Methods:The sample of the study consisted of two groups: the experimental group was composed of 32 first graders from 1-D and the control group comprised 32 first graders from 1-C in Kayisdagi Arifpasa Primary School, Kadikoy, Istanbul. This quasiexperimental study had a post-test only control group design and was conducted during the first semester. In the experimental group, courses were taught by CAI and courses in the control group were taught by traditional instruction. The 'Parent Questionnaire' was used to learn about reading, writing and computer skills before starting to attend the * This study is a part of the author's master's thesis entitled, "The Effect of Computer Assisted Instruction on Elementary Reading and Writing Achievement" and completed at Marmara University.

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Developmental, gender, and practical considerations in scoring curriculum‐based measurement writing probes

Cited by 90 publications

References 4 publications

The dimensions of written expression: Language group and gender differences

The dimensions of written expression: Language group and gender differences

Exploring relationships between working memory and writing: Individual differences associated with gender

The Effect of Computer Assisted Instruction on Elementary Reading and Writing Achievement

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