Article2000

Identifying Indicators of Written Expression Proficiency for Middle School Students

Christine A. Espin · Jongho Shin · Stanley L. Deno · Stacy S. Skare · Steven L. Robinson · Barb Benner

142 citations0/0 files storedThe Journal of Special Education

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

Abstract

In this study we examined the reliability and validity of various growth indicators in written expression for middle school students. In addition, we examined the effects of type and duration of writing on the validity and reliability of the growth indicators. Students ( N = 112) in Grades 7 and 8 composed two story writing and two descriptive writing pieces. For each sample, students wrote for 3 and 5 minutes. The most reliable and valid predictor of student writing proficiency as measured by both teacher ratings and a district writing test was correct minus incorrect word sequences. No differences were found related to type or duration of writing.

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References

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Cited by

2014Toward an understanding of dimensions, predictors, and the gender gap in written composition.2002Moving Beyond Total Words Written: The Reliability, Criterion Validity, and Time Cost of Alternate Measures for Curriculum-Based Measurement in Writing 2005The Utility of CBM Written Language Indices: An Investigation of Production-Dependent, Production-Independent, and Accurate-Production Scores 2003Developmental, gender, and practical considerations in scoring curriculum‐based measurement writing probes 2014Exploring writing products in students with language impairments and autism spectrum disorders

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