Relationships Among Simple Measures of Written Expression and Performance on Standardized Achievement Tests.

Stanley L. Deno

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Writing and Handwriting Education Reading and Literacy Development Developmental and Educational Neuropsychology

Abstract

Three concurrent validity studies were conducted on the relationship between performances on behavioral measures of written expression and performances on standardized achievement measures of written expression. Results of correlational analyses are reported for five behavioral measures, two standardized measures, and the Developmental Sentence Scoring System. Considerable evidences was obtained for the validity of all behavioral measures except T-units as indices of achievement in written expression. Additional comparisons indicated that both educational status (LD resource program vs. regular program) and grade level were related to performance on the four validated behavioral measures. Two to three minute writing samples were found to be of sufficient length to produce valid indices of written expression using the behavioral measures. The potential usefulness of these measures to monitor student growth and evaluate the effectiveness of interventions is discussed.

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References

1965Grammatical Structures Written at Three Grade Levels. NCTE Research Report No. 3.1973Development and Disorders of Written Language 1979Perspectives on Assessment of Learning Disabled Students 1981The influence of test scores and naturally-occurring pupil characteristics on psychoeducational decision making with children 1980Data Based IEP Development: An Approach to Substantive Compliance 1979Similarities and Differences between Underachievers and Students Labeled Learning Disabled: Identical Twins with Different Mothers.1979Validity of the Woodcock-Johnson Psycho-Educational Battery with Learning Disabled Students.

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