Measuring Written Language Ability in Narrative Samples

Nelson, Nickola Wolf; Meter, Adelia M. Van

doi:10.1080/10573560701277807

Cited by 83 publications

(64 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the sentence-combining task, students were given a pre-determined set of sentences and had a narrow range of options to correctly combine them (Berninger et al, 2011;Strong, 1986). Spelling accuracy was assessed in the context of writing, in the opinion essays with and without planning Limpo & Alves, 2013a;Mackie & Dockrell, 2004;Nelson & van Meter, 2007;Wagner et al, 2011). The opinion essay without planning was only used to extract writing performance measures, excepting one of the spelling measures.…”

Section: Discussionmentioning

confidence: 99%

“…This spelling measure has been used extensively in prior research with good evidence for validity Limpo & Alves, 2013a;Mackie & Dockrell, 2004;Nelson & van Meter, 2007;Wagner et al, 2011). Additionally, other studies have found that spelling in text is moderately correlated with spelling-to-dictation measures (Graham et al, 1997;Limpo & Alves, 2013a).…”

Section: Spelling Accuracy Measuresmentioning

confidence: 99%

See 1 more Smart Citation

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

View full text Add to dashboard Cite

This study examined the relationships between transcription, high-level writing processes, and writing performance in . Structural equation modeling was used to test the direct effects of handwriting fluency and spelling accuracy on planning and translating, and of these latter on writing performance, as well as the indirect effects of handwriting fluency and spelling accuracy on writing performance, via planning and translating. Results showed that the proposed model fitted the data extremely well, explaining 46% of the variability in writing performance. We found that higher handwriting fluency was associated with better planning skills, higher spelling accuracy was associated with better translating skills, and better planning and translating skills were associated with greater writing performance. We found indirect effects of handwriting fluency and spelling accuracy on writing performance, respectively, via planning and translating. These results suggest that transcription continues to impact on writing during teenage school years, by constraining high-level writing processes.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Spelling Accuracy Measuresmentioning

confidence: 99%

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Limpo

Alves

Connelly

2017

Learning and Individual Differences

View full text Add to dashboard Cite

show abstract

“…Struggling writers often have problems with handwriting and spelling (Graham, 1990) and frequently exhibit sentence construction skills that are more simplistic than those of their peers (Scott, 2002). Students with language impairments tend to use fewer unique words than typically developing students do (Nelson & Van Meter, 2007); their vocabulary is repetitive and less precise. As students work to apply their word and sentence abilities to connected text, they often struggle with paragraph construction as well.…”

Section: Teach Word- Sentence- and Paragraph-level Skillsmentioning

confidence: 99%

Effective Writing Instruction for Students Who Have Writing Difficulties

Santangelo¹,

Olinghouse²

2017

Exceptional

View full text Add to dashboard Cite

Writing well is not just an option for young people-it is a necessity. Along with reading comprehension, writing skill is a predictor of academic success and a basic requirement for participation in civic life and in the global economy. Yet every year in the United States large numbers of adolescents graduate from high school unable to write at the basic levels required by colleges or employers.... Because the definition of literacy includes both reading and writing skills, poor writing proficiency should be recognized as an intrinsic part of this national literacy crisis. (Graham & Perin, 2007b, p. 3) As Graham and Perin (2007b) assert, the ability to compose represents a fundamental and essential competency for children and adults alike. Writing is one of the most powerful tools we have for learning and for demonstrating what we know. Therefore, difficulties with writing create significant barriers in education, employment, and other life pursuits (Graham, 2006b).Despite the importance of writing, assessment data indicate that we are not yet highly effective at helping students gain the critical knowledge and skills required for competent narrative, expository, and persuasive prose. For example, according to the 2007 National Assessment of Educational Progress (NAEP), only 33% of eighth graders and 24% of 12th-graders were classified as proficient writers (Salahu-Din, Persky, & Miller, 2008). The NAEP data further documented that students with disabilities are at particularly high risk for writing difficulties, as the percentage of eighth-and 12th-grade students with disabilities classified as "proficient" writers was 6% and 5%, respectively (see , for a review of research related to writing difficulties among students with disabilities).In this article, we offer a synthesis of contemporary qualitative and quantitative research related to one of the most critical elements vis-à-vis improving struggling writers' performance: effective writing instruction. To facilitate understanding and implementation of the findings from what is, ináeed, a substantial body of literature, we have organized our discussion into four overarching recommendations:1. Establish the context for effective writing instruction. 2. Use research-based instructional methods and practices. 3. Teach writing strategies. 4. Teach word-, sentence-, and paragraph-level skills.

show abstract

“…Many students with LLD have difficulty organizing and composing textual material and using strategies that may help them become more successful writers. They have difficulty with pre-writing activities, composing, revising, and editing [19,86,87], skills that are related to executive functions deficits [19,24,27]. For that reason, an important goal for writing instruction is to provide students with LLD support to develop those EF skills that are important for writing (e.g.…”

Section: Resultsmentioning

confidence: 99%

“…Students with LLD also struggle with those skills which make writing physically and mentally exhausting to those students. Some researchers [7,[87][88][89] have attempted to address the barriers of low-level skills by using dictation as an intervention to improve the writing quality of students with LLD. As we have discussed, intervention in support of students with LLD writing problems using the SSRD model may promote the development of skills that are essential to quality writing.…”

Section: Resultsmentioning

confidence: 99%

Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

Watson¹,

Michalek²,

Gable³

2016

Int J Sch Cog Psychol

View full text Add to dashboard Cite

Purpose: School based speech-language pathologists (SLPs) has an important role in the identification and intervention of problems in oral and written language. In collaboration with classroom teachers, they often are asked to develop intervention plans that include evidence-based practices for those students with language learning disabilities (LLD) who have language deficits. The purpose of this article is to bridge theory to practice by explaining an evidence-based instructional model, the self-regulated strategy development model (SRSD), for SLPs to consider as they deliver instruction to support the written language deficits of students with LLD. Method:The authors examine critically the relationship between executive functions (EFs) and written expression. They discuss the EFs researchers have identified as important to students' development of written expression and the difficulties students with LLD encounter in completing written expression tasks. The authors outline a model of EFs in relationship to the "Not-So-Simple view of writing" model which provides a framework for viewing the multiple components of the writing system. Conclusion:Based on the review of the literature, the SRSD is an effective evidence-based teaching model for instructing students with LLD that integrates and scaffolds the EFs essential for developing written expression skills.

show abstract

Measuring Written Language Ability in Narrative Samples

Cited by 83 publications

References 17 publications

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades

Effective Writing Instruction for Students Who Have Writing Difficulties

Linking Executive Functions and Written Language: Intervention for Students with Language Learning Disorders

Contact Info

Product

Resources

About