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A Tablet-Based Curriculum-Based Measurement Protocol for Kindergarten Writing
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Measuring Linguistic Growth in Sentence-Level Writing Curriculum-Based Measures: Exploring Complementary Scoring

Emily A Reno1, Kristen L McMaster1

  • 1Department of Educational Psychology, University of Minnesota, Twin Cities, Minneapolis.

Language, Speech, and Hearing Services in Schools
|January 29, 2024
PubMed
Summary
This summary is machine-generated.

Language sample analysis metrics applied to picture-word writing curriculum-based measures (PW CBM-Ws) effectively gauge linguistic skills in beginning writers. This approach offers reliable discrimination and growth sensitivity in sentence-level writing assessments.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Picture-word writing curriculum-based measures (PW CBM-Ws) are valid for assessing descriptive writing skills.
  • However, PW CBM-Ws do not estimate the underlying linguistic abilities crucial for writing development.
  • There is a need for complementary measures to assess these foundational language skills in beginning writers.

Purpose of the Study:

  • To investigate the application of language sample analysis (LSA) metrics to PW CBM-W writing samples.
  • To determine if LSA metrics can serve as a complementary measure of underlying language skills in sentence-level writing.
  • To explore the validity and reliability of LSA metrics within the context of PW CBM-Ws for beginning writers.

Main Methods:

  • LSA metrics were applied to 104 first- through third-grade students' PW CBM-W samples collected in fall and spring.
  • Statistical analyses included factorial analyses of variance with Bonferroni pairwise comparisons.
  • Alternate-form reliability and criterion-related validity were estimated.

Main Results:

  • Three LSA metrics demonstrated reliable discrimination between grades and significant growth over time: mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words.
  • Mean length of T-unit in words and morphemes showed growth and discrimination in first grade.
  • Number of different words showed reliable discrimination and growth in both first and third grades.

Conclusions:

  • LSA metrics derived from PW CBM-W samples are valid and sensitive measures of underlying linguistic skills in beginning writers.
  • These metrics provide adequate criterion-related validity, discriminate among grade levels, and are sensitive to growth.
  • This approach offers valuable insights into the linguistic underpinnings of sentence-level writing, with implications for targeted interventions and future research.