An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality

Autor/inn/en	Coker, David L., Jr.; Ritchey, Kristen D.; Uribe-Zarain, Ximena; Jennings, Austin S.
Titel	An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality
Quelle	(2018), (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1177/0022219417708171
Schlagwörter	Elementary School Students; Grade 1; Writing Skills; Writing Evaluation; Writing (Composition); Educational Quality; At Risk Students; Writing Difficulties; Spelling; Sentences; Written Language; Language Fluency; Writing Achievement; Profiles; Scores; Factor Analysis; Multivariate Analysis; Achievement Tests; Goodness of Fit; Statistical Analysis; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Writing skill; Schreibfertigkeit; Schreibübung; Quality of education; Bildungsqualität; Schreibstörung; Schreibweise; Sentence analysis; Satzanalyse; Geschriebene Sprache; Language skill; Language skills; Sprachkompetenz; Charakterisierung; Profilanalyse; Faktorenanalyse; Multivariate Analyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	In order to help all students meet the writing expectations of the Common Core State Standards (National Governors Association Center for Best Practices, 2010), researchers need a deeper understanding of the characteristics of struggling writers. The purpose of this study was to explore the profiles of students who may have or be at risk for writing disabilities. First-grade students (N = 391) were assessed using three writing assessments (spelling, sentence writing fluency, writing achievement) at the end of the school year. Using latent profile analysis, students were identified as fitting into one of five profiles (At Risk, Low Fluency, Low Writing, Average, and Above Average). Students also wrote narrative and descriptive texts that were scored multiple ways. Using confirmatory factor analysis, four common factors were identified: Quality/Length, Spelling, Mechanics and Syntax. Students in the At Risk profile wrote narratives and descriptions that scored lower on all aspects of writing when compared to students in the Average and Above Average profiles. These findings provide further evidence of the distinct difference among writers as early as first grade, and they offer insight into the characteristics of at-risk writers. The implications of these findings for instruction and assessment and directions for future research are described. [This paper was published in "Journal of Learning Disabilities" 2018 (EJ1180586).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01