The Role of Curriculum Based Measures in Assessing Writing Products

Dockrell, Julie; Connelly, Vincent; Walter, Kirsty; Critten, Sarah

doi:10.1163/9789004346369_011

Cited by 4 publications

(2 citation statements)

References 36 publications

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“…Future studies might investigate the influence of types of prompts on ease of access to multiple levels of language and the subsequent ability to coordinate global and local features. In addition, because of the multidimensional nature of writing, a combination of quantitative and qualitative measures with a larger sample might yield the most comprehensive evaluation of the MLL complex (Dockrell et al, 2018).…”

Section: Future Directions and Conclusionmentioning

confidence: 99%

Coordinating Multiple Language Levels in Writing

Silliman,

Bahr,

Danzak

et al. 2024

Topics in Language Disorders

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One aim of this article is to shift mindsets from the traditional identification of written language abilities that are “missing” in students with specific learning disabilities (SLDs) to writing assessment as the discovery of more complex language strengths foundational to success across disciplines. The multiple language-levels (MLL) perspective is grounded on identifying strengths in written language that may be present in students’ responses to classroom writing activities. We used MLL to examine the compositions of 19 students in grades 4–9 who were classified with SLDs and struggled with academic writing. Their writing assignment was to explain how astronauts wrote about space exploration. The MLL approach revealed hidden strengths at the big picture (global or thematic) and close-up (local) levels of composing. Patterns of strengths discovered at the global and local levels are described with four case examples and instructional implications are noted. Suggestions for treatment are also provided.

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Section: Future Directions and Conclusionmentioning

confidence: 99%

Coordinating Multiple Language Levels in Writing

Silliman,

Bahr,

Danzak

et al. 2024

Topics in Language Disorders

View full text Add to dashboard Cite

show abstract

“…Writing assessments evaluate a student's ability or performance in a writing task. Assessing writing and giving feedback for the students in HEIs is helpful in evaluating students by giving grades, placing them in suitable levels, identifying teaching methods and materials, allowing them to finish the course, evaluating progress, identifying proficiency and evaluating programmes (Dockrell et al, 2017). Instructors' feedback on writing can be either in written or electronic form (e-feedback).…”

Section: Technology and Writing Skillsmentioning

confidence: 99%

The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

Badi

Osman

Abdo³

2020

JED

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The present study aimed to examine the impact of Virtual Writing Tutor (VWT) software on the academic writing skills of Year 1 Omani EFL students in the College of Applied Science, (CAS)-Sohar and their attitudes towards using VWT software to enhance their academic writing skills. The sample consisted of 35 students in the control group and 35 in the experimental group (Total N= 70) who were enrolled in the English for Academic Purposes (ENAP1002) course at CAS-Sohar. The data collection tools included pre-test and post-test for the two groups, and attitude scale for the experimental group. The findings of the study showed a positive large effect size (Cohen’s d = 0.88) of VWT on writing skills. In addition, Year 1 students in the experimental group enjoyed using the VWT software and found it beneficial and helpful in checking the accuracy of their essays including spelling, punctuation, grammar and vocabulary. In light of the research findings, implications and recommendations for future research were outlined.

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A sentence-combining intervention for struggling writers: response to intervention

2021

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Children who struggle with writing are a heterogeneous group and may experience difficulties in a range of domains, including spelling, reading, and oral language. These difficulties are reflected in their writing and may influence their responsiveness to writing interventions. The effectiveness of a targeted sentence-combining intervention to improve the writing skills of 71 struggling writers, aged 7 to 10 years, was compared with a spelling intervention and a business as usual (waiting list) control condition. Some struggling writers also performed poorly on measures of reading and oral language. Children's performance on a range of writing measures were assessed at baseline (t1), immediate post-test (t2) and delayed post-test (t3). Children receiving the sentence-combining intervention showed significant improvements in the sentence combining measure at t2 and t3 compared to both the spelling intervention and waiting list controls. Exploratory regression analyses found that children in the sentence-combining intervention, with a low t1 sentence combining score, low reading skills or better t1 spelling skills, were more likely to show improvements at t2. Findings indicate that when devising interventions for struggling writers, specific profiles of skills should be considered. Specifically, sentence combining may be more appropriate for SWs whose primary area of difficulty is reading, rather than poor spelling or oral language.

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The Role of Curriculum Based Measures in Assessing Writing Products

Cited by 4 publications

References 36 publications

Coordinating Multiple Language Levels in Writing

Coordinating Multiple Language Levels in Writing

The Impact of Virtual Writing Tutor on Writing Skills and Attitudes of Omani College Students

A sentence-combining intervention for struggling writers: response to intervention

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