Exploring the Validity of the Oregon Extended Writing Assessment

Crawford, Lindy; Tindal, Gerald; Carpenter, Dick M.

doi:10.1177/00224669060400010201

Cited by 7 publications

(6 citation statements)

References 27 publications

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“…The first two components are related to transcription (i.e., handwriting and spelling), and the second two are related to text generation (i.e., sentence and text production). This factorial structure seems similar to the one found in English-language studies (e.g., Crawford, Tindal, & Carpenter, 2006).…”

Section: About the Articles In The Special Seriessupporting

confidence: 85%

Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series

González

2016

J Learn Disabil

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This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speaking children within the UNESCO project. The pilot study was carried out in the Canary Islands, an autonomous Spanish region located between three continents and composed of seven islands in the Atlantic Ocean. Most of the current empirical evidence on writing disabilities comes from English, a language with deep orthography; therefore, it is very relevant to investigate the writing process in Spanish, a language with shallow, fine-grained orthography. Included are a number of articles that form a conspectus on writing disabilities in the Spanish language. Topics center on early grade writing assessment, prevalence of writing disabilities, handwriting and keyboarding, transcription and text generation, graphonomic and handwriting analysis, and instructional practices with an learning disabled population.

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Section: About the Articles In The Special Seriessupporting

confidence: 85%

Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series

González

2016

J Learn Disabil

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“…The first two components are related to transcription (handwriting and spelling), and the second two components are related to text production (sentence and text production). This factorial structure appears to be similar to the one found in English language studies (e.g., Crawford, Tindal, & Carpenter, 2006); however, we wanted to find out what happens when young children produce letters, words, and sentences on the keyboard instead of producing them with a pen or pencil. Based on factorial analysis, we analyzed whether children with handwriting or spelling disabilities—or both—differ from typically achieving writers in their performance based on components identified by means of the TEVET.…”

Section: Development Of Keyboarding Skills and Learning Disabilitiesmentioning

confidence: 78%

“…Some similarities and differences between pen and keyboard modes were found when underlying patterns of handwriting and keyboarding skills were analyzed. Previous research identified four main components in pen mode: letter production, word production, sentence production, and text production (Crawford et al, 2006 [English]; Jiménez, 2016 [Spanish]). In Spanish, handwriting included fluency in allograph writing and fluency in alphabet copying, whereas spelling included correctly spelled words during dictation, both out of context and in context, in sentences, writing pseudowords, and writing the alphabet in the correct order from memory.…”

Section: Discussionmentioning

confidence: 99%

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing

et al. 2016

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This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de la Escritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers, who in turn were compared with mixed compared with typically achieving writers). The results indicated that poor handwriters did not differ from typically achieving writers in phonological processing, visual-orthographic processing, and sentence production components by keyboarding. The educational implications of the findings are analyzed with regard to acquisition of keyboarding skills in children with and without LD in transcription.

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“…Recent studies (Crawford, Tindal, & Carpenter, 2006;Elliott, Compton, & Roach, 2007;Johnson & Arnold, 2004) have examined the evidence of the validity of different states' alternate assessments. These investigators have found that it is difficult to support the evidence of validity due to the variability of the population studied (Johnson & Arnold).…”

Section: Limitationsmentioning

confidence: 99%

A measure of emergent literacy for students with severe developmental disabilities

Baker

Spooner

Ahlgrim‐Delzell

et al. 2010

Psychology in the Schools

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This study examined the underlying structure of the Nonverbal Literacy Assessment (NVLA), an instrument designed to measure emergent literacy for K–fourth‐grade students with severe developmental disabilities. The NVLA was conceptualized as having six constructs that reflected emergent literacy skills: (a) phonemic awareness, (b) phonics, (c) comprehension, (d) vocabulary, (e) listening comprehension, and (f) text awareness. Confirmatory factor analysis using data from 207 student administrations was used to examine the six‐factor model and two alternative models. Results suggested that all three models fit the data, but the high corrections coefficients among the constructs suggested that a one‐factor model of emergent literacy was the best‐fitting model. Implications and limitations are discussed. © 2010 Wiley Periodicals, Inc.

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Exploring the Validity of the Oregon Extended Writing Assessment

Cited by 7 publications

References 27 publications

Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series

Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series

Internal Structure and Development of Keyboard Skills in Spanish-Speaking Primary-School Children With and Without LD in Writing

A measure of emergent literacy for students with severe developmental disabilities

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