Assessing the writing achievement of young struggling writers: Application of generalizability theory
Journal article
Graham, Steve, Hebert, Michael, Sandbank, Michael Paige and Harris, Karen. (2016). Assessing the writing achievement of young struggling writers: Application of generalizability theory. Learning Disability Quarterly. 39(2), pp. 72 - 82. https://doi.org/10.1177/0731948714555019
Authors | Graham, Steve, Hebert, Michael, Sandbank, Michael Paige and Harris, Karen |
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Abstract | This study examined the number of writing samples needed to obtain a reliable estimate of young struggling writers’ capabilities. It further assessed if performance in one genre was reflective of performance in other genres for these children. Second- and third-grade students (81 boys, 56 girls), who were identified as struggling writers in need of special assistance by their teacher and scored at the 25th percentile or lower on a norm-referenced story-writing test, wrote four compositions: a story, personal narrative, opinion essay, and informative text. Applying generalizability theory (G-theory), students’ scores on three writing measures (total number of words [TNW], vocabulary diversity, and writing quality) for the four compositions were each portioned into variance due to the following sources: students, writing tasks, and the interaction between students and writing tasks. We found that 14, 8, and 11 compositions, respectively, would be needed to obtain a reliable estimate of these students’ writing capabilities in terms of TNW, vocabulary diversity, and writing quality. Furthermore, how well these students wrote in one genre provided a weak prediction of how well they wrote in other genres. |
Keywords | at risk; writing; assessment |
Year | 2016 |
Journal | Learning Disability Quarterly |
Journal citation | 39 (2), pp. 72 - 82 |
Publisher | Sage |
ISSN | 0731-9487 |
Digital Object Identifier (DOI) | https://doi.org/10.1177/0731948714555019 |
Scopus EID | 2-s2.0-84969681210 |
Page range | 72 - 82 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | United States of America |
https://acuresearchbank.acu.edu.au/item/8674v/assessing-the-writing-achievement-of-young-struggling-writers-application-of-generalizability-theory
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