Assessing Curriculum-Based Reading and Writing Samples

Nelson, Nickola Wolf; Meter, Adelia M. Van

doi:10.1097/00011363-200201000-00004

Cited by 14 publications

(10 citation statements)

References 20 publications

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“…As expected, both clinical groups made more spelling errors in their writing samples than the control subjects, a finding that is consistent with previous investigations of children with developmental language disorders (e.g., Bishop & Clarkson, 2003;Mackie & Dockrell, 2004;Nelson & Van Meter, 2002;Treiman, 1997). It is also consistent with findings from dyslexic subjects in which persistent difficulty with spelling is associated with both phonological and orthographic weaknesses (Aaron & Joshi, 1992;Snowling, 2000).…”

Section: Discussionsupporting

confidence: 91%

“…These variables have been widely used by researchers as an indication of productivity in both spoken and written language (e.g., Nelson et al, 2004;Nelson & van Meter, 2002;Paul, 2001;. All written samples were entered into a computer database using the Systematic Analysis of Language Transcripts protocol (SALT-v7; Miller & Chapman, 2001).…”

Section: Dependent Measuresmentioning

confidence: 99%

“…NDW is a widely used measure of lexical diversity (e.g., Nelson & Van Meter, 2002;Nelson et al, 2004 and has been used to distinguish between language-impaired and normally developing peers (e.g., Watkins, Kelly, Harbers, & Hollis, 1995). Spelling accuracy, extensively used in studies examining writing (e.g., Mackie & Dockrell, 2004;Nelson & van Meter, 2002), was calculated by dividing the number of correctly spelled words by the total number of words produced and multiplying by 100. Following are examples of spelling errors, ''Life was very difficat (difficult) for the colnist (colonists)'', ''They had hoses (houses) not like ares (ours)''.…”

Section: Dependent Measuresmentioning

confidence: 99%

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Writing through retellings: an exploratory study of language-impaired and dyslexic populations

2006

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This study was designed to examine differences and similarities in the writing of 15 language-impaired, 17 dyslexic and 15 typically developing control subjects matched on chronological age. Subjects ranging in age from 11 to 21 years were required to produce a written language sample using an expository text-retell procedure. The writing of these groups was compared on eight variables across discourse, T-unit, sentence, and word levels. Control subjects performed better than language-impaired and dyslexic subjects on all writing variables. Dyslexic subjects showed better performance than the language-impaired subjects on several variables including, (a) number of T-units, (b) number of ideas, (c) total number of words, and (4) number of different words while showing comparable performance on percentage of spelling and production of grammatically correct sentences. These findings support Bishop and Snowling's [Psychol. Bull. 130 (2004) 858] position that the differences between these two clinical populations exist in the non-phonological dimensions of language.

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Section: Discussionsupporting

confidence: 91%

Section: Dependent Measuresmentioning

confidence: 99%

Section: Dependent Measuresmentioning

confidence: 99%

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Writing through retellings: an exploratory study of language-impaired and dyslexic populations

2006

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“…Number or percentage of spelling errors has been used extensively in studies examining writing (Mackie & Dockrell, 2004; Moran, 1981; Nelson et al, 2004; Nelson & Van Meter, 2002). A word was counted as a spelling error only once if the participant used the same (incorrect) spelling.…”

Section: Methodsmentioning

confidence: 99%

Modeling the development of written language

et al. 2010

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Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samples provided by first- and fourth-grade students. For both groups, a five-factor model provided the best fit to the data. Four of the factors represented aspects of written composition: macro-organization (use of top sentence and number and ordering of ideas), productivity (number and diversity of words used), complexity (mean length of T-unit and syntactic density), and spelling and punctuation. The fifth factor represented handwriting fluency. Handwriting fluency was correlated with written composition factors at both grades. The magnitude of developmental differences between first grade and fourth grade expressed as effect sizes varied for variables representing the five constructs: large effect sizes were found for productivity and handwriting fluency variables; moderate effect sizes were found for complexity and macro-organization variables; and minimal effect sizes were found for spelling and punctuation variables.

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“…The writing samples were transcribed into a database using the Systematic Analysis of Language Transcript (SALT) (Miller & Chapman, 2001) conventions. Although developed originally for analysis of oral language samples, its adaptation to analysis of writing samples has provided a systematic approach for coding variables (Nelson, Bahr & Van Meter, 2004; Nelson & Van Meter, 2002, 2007; Scott & Windsor, 2000). Puranik et al (2008) used exploratory factor analysis to analyze their writing samples and interpreted a three-factor solution as representing productivity, complexity, and accuracy.…”

mentioning

confidence: 99%

Developmental and individual differences in Chinese writing

Guan

Wagner

et al. 2012

Read Writ

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The goal of the present study was to examine the generalizability of a model of the underlying dimensions of written composition across writing systems (Chinese Mandarin vs. English) and level of writing skill. A five-factor model of writing originally developed from analyses of 1st and 4th grade English writing samples was applied to Chinese writing samples obtained from 4th and 7th grade students. Confirmatory factor analysis was used to compare the fits of alternative models of written composition. The results suggest that the five-factor model of written composition generalizes to Chinese writing samples and applies to both less skilled (Grade 4) and more skilled (Grade 7) writing, with differences in factor means between grades that vary in magnitude across factors.

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Assessing Curriculum-Based Reading and Writing Samples

Cited by 14 publications

References 20 publications

Writing through retellings: an exploratory study of language-impaired and dyslexic populations

Writing through retellings: an exploratory study of language-impaired and dyslexic populations

Modeling the development of written language

Developmental and individual differences in Chinese writing

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