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The writing of African American students (Fitton et al., 2021) ...
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The writing of African American students (Fitton et al., 2021) ...
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Correction to: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>]
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DNB Subject Category Language
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Average One Year Change in Lexical Measures of Written Narratives for School Age Students
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In: Read Writ Q (2019)
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The Effects of ADHD Treatment and Reading Intervention on the Fluency and Comprehension of Children with ADHD and Word Reading Difficulties: A Randomized Clinical Trial
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In: Sci Stud Read (2019)
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Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ...
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Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ...
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Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure
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In: Assess Eff Interv (2018)
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Can Working Memory Training Work for ADHD? Development of Central Executive Training and Comparison with Behavioral Parent Training
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Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples
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Abstract:
This project aimed to describe selected micro structural aspects of written narratives of school age children and examine the relationship between narrative measures and performance on standardized assessments. Investigators utilized written personal narratives of 907 children in 1st-8(th) grade. Children’s responses were described in terms of lexical diversity, productivity, and accuracy (grammatical, spelling, and conventions) by grade. The relationship between written narrative measures and performance on statewide assessments was analyzed through correlational and regression analyses. Findings demonstrated an upward trend in lexical measures across grades and a decrease in the proportion of errors. Children’s performance on written language sample measures were significantly correlated to performance on standardized language and literacy assessments. The proportion of errors in written samples appeared to explain more unique variance than lexical measures. Findings substantiate that lexical measures and accuracy of written narrative measures are educationally relevant tools in first through eighth grade for predicting performance on standardized statewide language and literacy assessments. Results provide additional resources for educators on expected distribution of performance of school age children on written narrative measures. Findings further affirm the construct validity of using written narrative sample measures as a developmental index of language acquisition.
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Keyword:
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6818509/
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Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
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Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
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Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
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