Gender differences in orthographic, verbal, and compositional fluency: Implications for assessing writing disabilities in primary grade children

Berninger, Virginia W.; Fuller, Frances

doi:10.1016/0022-4405(92)90004-o

Cited by 158 publications

(149 citation statements)

References 25 publications

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“…In accordance with the literature (Berninger & Fuller, 1992;Berninger et al, 2008;Ziviani & Watson-Will, 1998), males performed significantly worse than females at all ages, in the quality of their handwriting and writing speed. This suggests that separate normative data should be available for males and females.…”

Section: Discussionsupporting

confidence: 91%

“…Gender and age variations were also examined. The hypotheses related to this study were that (a) children with learning disabilities would have more writing problems, (b) females were expected to write better and faster than males (Berninger & Fuller, 1992;Berninger, Nielsen, Abbott, Wijsman & Raskind, 2008;Ziviani & 7 Watson-Will, 1998) and (c) writing quality and writing speed was expected to improve from 7 through 12 years of age.…”

mentioning

confidence: 99%

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SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Waelvelde

Hellinckx

Peersman

et al. 2012

Physical & Occupational Therapy In Pediatrics

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 99%

SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Waelvelde

Hellinckx

Peersman

et al. 2012

Physical & Occupational Therapy In Pediatrics

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“…Nevertheless, the research strongly suggests that boys are more likely to be identified as having a handwriting problem than girls (Hamstra-Bletz & Blote, 1993;Rubin & Henderson, 1982), and research in the 1980s and 1990s confirmed that girls are generally better handwriters than boys (Graham & Miller, 1980), both on measures of overall quality and of letter formation (Hamstra-Bletz & Blote, 1990;Ziviani & Elkins, 1984). Girls also tend to write faster than boys (Berninger & Fuller, 1992;Biemiller et al, 1993;Ziviani, 1984). This is an important detail if handwriting does have an impact on children's ability to compose in the primary years.…”

Section: Handwriting Problemsmentioning

confidence: 99%

“…This is an important detail if handwriting does have an impact on children's ability to compose in the primary years. It may be that boys are less likely to obtain the necessary automaticity in handwriting at the expected age, and that this interferes with their ability to compose (Berninger & Fuller, 1992). At present, there is considerable concern in England about boys' underachievement in writing (UKLA/PNS, 2004).…”

Section: Handwriting Problemsmentioning

confidence: 99%

Handwriting – A Forgotten Language Skill?

Medwell

Wray

2008

Language and Education

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Handwriting currently has a low status and profile in literacy education. This paper examines the situation of current handwriting pedagogy in England and considers why handwriting efficiency has been neglected. The paper goes on to identify a number of studies located in the domains of special needs and psychology which re-evaluate the role of handwriting efficiency. These studies suggest that handwriting is more than just motor skill and may make a very important contribution to children's composing of text. Existing research into the way handwriting efficiency affects composing suggests that further research, more appropriate assessment and focused intervention could all make a significant contribution to children's writing progress and might positively affect the progress of the many boys who struggle with writing throughout the primary school years.

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“…Verbal fluency is needed primarily for writing and speaking tasks, while verbal comprehension is needed primarily for reading and listening tasks. Berninger and Fuller (1992) studied written compositions of first, second, and third grade students and found that boys were at greater risk for writing disabilities.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Toefl CBT Writing Prompt Difficulty and Comparability for Different Gender Groups

Breland¹,

Lee²,

Najarian³

et al. 2004

ETS Research Report Series

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This investigation of the comparability of writing assessment prompts was conducted in two phases. In an exploratory Phase I, 47 writing prompts administered in the computer-based Test of English as a Foreign Language™ (TOEFL  CBT) from July through December 1998 were examined. Logistic regression procedures were used to estimate prompt difficulty and gender effects. A panel of experts reviewed selected prompts, and a taxonomy of prompt characteristics was developed and related to prompt difficulty and gender differences. In Phase II, 87 prompts administered from July 1998 through March 2000 were analyzed. All of the prompts used in Phase I, together with 40 new prompts, were analyzed using the larger Phase II database.Recommendations are made for statistical quality control procedures to identify less comparable prompts.Key words: computer-based writing assessment, essay prompts, comparability, fairness, polytomous DIF (differential item functioning), gender, logistic regression, proportional odds-The Test of English as a Foreign Language™ (TOEFL ® ) was developed in 1963 by the National Council on the Testing of English as a Foreign Language. The Council was formed through the cooperative effort of more than 30 public and private organizations concerned with testing the English proficiency of nonnative speakers of the language applying for admission to institutions in the United States. In 1965, Educational Testing Service ® (ETS ® ) and the College Board ® assumed joint responsibility for the program. In 1973, a cooperative arrangement for the operation of the program was entered into by ETS, the College Board, and the Graduate Record Examinations (GRE ® ) Board. The membership of the College Board is composed of schools, colleges, school systems, and educational associations; GRE Board members are associated with graduate education.ETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board (previously the Policy Council) represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, junior and community colleges, nonprofit educational exchange agencies, and agencies of the United States government.A continuing program of research related to the TOEFL test is carried out under the direction of the TOEFL Committee of Examiners. Its 12 members include representatives of the TOEFL Board and distinguished English as a second language specialists from the academic community. The Committee meets twice yearly to review and approve proposals for test-related research and to set guidelines for the entire scope of the TOEFL research program. Members of the Committee of Examiners serve four-year terms at the invitation of the Board; the chair of the committee serves on the Board.Because the studies are specific to the TOEFL test and the testing program, most of the actual research is conducted by ETS staff rather than by outside researche...

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Gender differences in orthographic, verbal, and compositional fluency: Implications for assessing writing disabilities in primary grade children

Cited by 158 publications

References 25 publications

SOS: A Screening Instrument to Identify Children with Handwriting Impairments

SOS: A Screening Instrument to Identify Children with Handwriting Impairments

Handwriting – A Forgotten Language Skill?

An Analysis of Toefl CBT Writing Prompt Difficulty and Comparability for Different Gender Groups

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