Exploring the dimensionality of kindergarten written composition

Puranik, Cynthia S.; Duncan, Molly K.; Li, Hongli; Guo, Ying

doi:10.1007/s11145-020-10053-1

Cited by 10 publications

(4 citation statements)

References 36 publications

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“…Kim et al (2014) used an adapted 6+1 trait scoring system to assess the narrative writing of first graders, but their results revealed a two-factor model. In contrast, Puranik et al (2020) found that a system similar to Kim et al was best modeled as unidimensional for kindergarteners. Wagner et al (2011) found writing of first and fourth graders to be characterized by a 5-factor model: macro-organization, complexity, productivity, spelling and punctuation, and handwriting fluency using the data from a variety of quantitative measures (e.g., number of different words and mean length of the T-unit).…”

Section: Internal Structure Validitymentioning

confidence: 86%

“…Reliability ranges from .70 to .90 (moderately to relatively strong; McMaster & Espin, 2007). While CBMs are quick to administer and are designed to indicate global performance, the general domain nature is insufficient to guide instruction (Puranik et al, 2020). McMaster and Espin (2007) reported that it is difficult to determine if the simple indices measured (e.g., total words written) are sufficient for identifying elementary students at risk of meeting grade-level standards.…”

Section: Types Of Writing Assessmentsmentioning

confidence: 99%

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Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

McKenna

Dedrick

Goldstein

2021

Assessment for Effective Intervention

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This article describes the development of the Early Elementary Writing Rubric ( EEWR), an analytic assessment designed to measure kindergarten and first-grade writing and inform educators’ instruction. Crocker and Algina’s (1986) approach to instrument development and validation was used as a guide to create and refine the writing measure. Study 1 describes the development of the 10-item measure (response scale ranges from 0 = Beginning of Kindergarten to 5 = End of First Grade). Educators participated in focus groups, expert panel review, cognitive interviews, and pretesting as part of the instrument development process. Study 2 evaluates measurement quality in terms of score reliability and validity. Data from writing samples produced by 634 students in kindergarten and first-grade classrooms were collected during pilot testing. An exploratory factor analysis was conducted to evaluate the psychometric properties of the EEWR. A one-factor model fit the data for all writing genres and all scoring elements were retained with loadings ranging from 0.49 to 0.92. Internal consistency reliability was high and ranged from .89 to .91. Interrater reliability between the researcher and participants varied from poor to good and means ranged from 52% to 72%. First-grade students received higher scores than kindergartners on all 10 scoring elements. The EEWR holds promise as an acceptable, useful, and psychometrically sound measure of early writing. Further iterative development is needed to fully investigate its ability to accurately identify the present level of student performance and to determine sensitivity to developmental and instruction gains.

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Section: Internal Structure Validitymentioning

confidence: 86%

Section: Types Of Writing Assessmentsmentioning

confidence: 99%

Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

McKenna

Dedrick

Goldstein

2021

Assessment for Effective Intervention

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“…Although the NLM Flow Chart documented no significant growth in Language Complexity, we view the ability to measure various aspects of writing essential for informing instruction and our knowledge of how writing develops. Scientists and practitioners alike continue to be hindered by a lack of reliable, user-friendly, and comprehensive tools available to measure multiple dimensions of young students' writing (Puranik et al, 2020). Because the NLM Flow Chart was designed to be used for oral and written language samples (Spencer et al, 2013;Spencer & Petersen, 2018), the focus of this tool was on the features that are shared across modalities.…”

Section: Discussionmentioning

confidence: 99%

“…Early writing instruction typically is based on a linear theory of writing (Berninger et al, 1996;Flower & Hayes, 1981). From this perspective, writing develops in a predictable and sequential pattern (Berninger et al, 1997;Berninger & Swanson, 1994) and text generation is thought to emerge once proficient transcription skills are established (Graham et al, 1997;Puranik et al, 2020;Puranik & Al Otaiba, 2012). In what precious little time is made available to writing instruction, primary grade (K-2) teachers tend to focus on teaching transcription skills (Cantin & Hubert, 2019;Makdissi et al, 2019;Teale et al, 2020).…”

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confidence: 99%

Oral Narrative Instruction Improves Kindergarten Writing

Kirby

Spencer

Chen

2021

Reading & Writing Quarterly

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Writing is a critical literacy skill that emerges in kindergarten. The research literature has only addressed transcription skills of kindergarteners and has failed to address text generation. The purpose of this action-research study was to investigate the effect of oral language instruction that focused on narrative text structures on kindergarten students' ability to generate written narrative text. We conducted a concurrent multiple baseline design across three groups of students with two participants in each group. Students received six instructional sessions that involved the teacher modeling a story and supporting the students while they retold and generated oral stories. Pictures and icons were used to represent story grammar elements, but were faded within session to facilitate independent storytelling. The oral language instruction had an immediate positive effect on the narrative quality of students' writing. Individual and overall effects were significant and maintained three to four weeks later. Findings suggest an efficient causal relation between oral language instruction and writing quality.Writing is a critical 21st century literacy skill and plays a conspicuous role across the lifespan. As children age and move beyond expressing wants in holiday wish lists and signing their name in cards, writing becomes a method of influence and a measure of achievement. Students with proficient writing skills can effectively communicate to others what they know and how well they know it. Furthermore, student writing can serve as an indicator of post-secondary success. In an increasingly competitive application process, most colleges and universities require written narratives and exams, evaluating student preparedness for higher-level cognitive demands. In the workforce, 82% of employers list written communication as a highly requisite job skill and use resumes, emails, and applications to evaluate applicants' writing skills (National Association of Colleges & Employers, 2019). Sadly, 23% of U.S. eighth grade students and less than 33% of high school seniors demonstrate proficient writing skills (National Center for Education Statistics, National Assessment of Educational Progress [NAEP], 2012 1 ). To prepare students with the literacy skills necessary for success in today's society, writing instruction must begin early and be effective for all students. Early writing instructionMost students are formally introduced to writing when they enter kindergarten. Very quickly, writing takes a prominent role in classroom activities and its importance is emphasized in grade

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The Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality

Rodríguez,

Jiménez,

Balade

2024

Early Childhood Educ J

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This study aimed to investigate the roles of transcription skills and oral language abilities in predicting writing quality and productivity among Spanish-speaking kindergarten children (N = 159). Using Structural Equation Modeling (SEM), the study examined associations between these foundational skills and writing outcomes. The model demonstrated excellent fit, with significant relationships between observed measures and their respective latent variables. Transcription skills were found to robustly predict both writing quality and productivity, while oral language was a significant predictor only for writing quality. A notable covariance was observed between transcription and oral language constructs, emphasizing their interconnected influence on early writing development. The study’s findings contribute to the current discourse by aligning with the ‘not-so-simple’ view of writing, challenging conventional notions that prioritize transcription skills over oral language in early writing. These results have important implications for designing comprehensive early childhood literacy programs and suggest that both transcription and oral language abilities should be integrated for holistic writing development. Limitations and directions for future research are also discussed.

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Exploring the dimensionality of kindergarten written composition

Cited by 10 publications

References 36 publications

Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

Development and Initial Validation of the Early Elementary Writing Rubric to Inform Instruction for Kindergarten and First-Grade Students

Oral Narrative Instruction Improves Kindergarten Writing

The Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality

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