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Technical Features of Sentence-Level Curriculum-Based Measures and Language Sample Analysis for Students With Writing

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Summary
This summary is machine-generated.

Two language sample analysis (LSA) metrics, mean length of T-Unit in morphemes (MLTU-M) and number of different words (NDW), show promise for measuring oral language skills to improve writing proficiency assessments.

Keywords:
curriculum-based measurementlanguagewriting

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Area of Science:

  • * Educational Psychology
  • * Linguistics
  • * Special Education

Background:

  • * Oral language proficiency is crucial for developing strong writing skills.
  • * Existing measurement tools for oral and written language have limitations.
  • * Language sample analysis (LSA) offers potential for more nuanced assessment.

Purpose of the Study:

  • * To evaluate complementary scoring metrics in LSA for the Picture Word Writing Curriculum-Based Measure (CBM-W).
  • * To investigate the reliability, validity, and sensitivity to growth of LSA metrics.
  • * To determine if LSA can provide more specific oral language skill estimates.

Main Methods:

  • * Utilized language samples from 123 students with writing difficulties using the Picture Word CBM-W.
  • * Assessed alternate form reliability and criterion-related validity against existing metrics and a standardized measure.
  • * Examined sensitivity to growth from fall to spring for LSA and Picture Word CBM-W scoring mechanisms.

Main Results:

  • * Two LSA metrics demonstrated technical quality and sensitivity to growth: mean length of T-Unit in morphemes (MLTU-M) and number of different words (NDW).
  • * MLTU-M showed reliability when using the mean of two forms in the fall.
  • * NDW demonstrated reliability and sensitivity to growth using the mean of two forms in fall and spring.

Conclusions:

  • * Results support the integral role of oral language in sentence-level writing proficiency.
  • * MLTU-M and NDW are effective complementary scoring mechanisms for Picture Word CBM-W.
  • * These LSA metrics offer more specific insights into grammar/morphosyntax and semantics/lexical diversity than current CBM-W scoring.