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1.
Students in Grades 5 and 8 completed a 30-minute writing performance assessment and a writing performance assessment completed over 3 days. Assessments were evaluated on four traits (ideas, organization, conventions, and sentence fluency). A significant interaction was found at Grade 5 between length of time allotted for the assessment and students' educational classification (general or special education). Grade 5 students performed significantly better on the 3-day writing assessment, with students in special education benefiting the most. At Grade 8, there were no differences between scores on the 30-minute and the 3-day assessments. No significant differences were found in students' writing performance across various types of discourse (narrative, imaginative, persuasive, and expository); significant differences were reported across certain writing traits. We shared three hypotheses for reported differences: (a) students' proficiency with the writing process, (b) scoring scale bias, and (c) differences in the revision behaviors of developing and mature writers. Educational implications related to statewide test programs are discussed. 相似文献
2.
Thierry Olive Monik Favart Caroline Beauvais Lucie Beauvais 《Learning and Instruction》2009,19(4):299-308
This study investigated the cognitive effort of 5th and 9th graders while writing a text. We manipulated genre (narrative text vs. argumentative text) and tested how level of handwriting automatisation contributes to cognitive effort and fluency in writing. The participants were 23 students from Grade 5 and 21 from Grade 9, who wrote two texts differing in genre while performing a secondary reaction time task. The results showed that cognitive effort interacted with genre. Cognitive effort decreased between Grades 5 and 9 only for writing argumentative text. Handwriting did not contribute to fluency in writing, but contributed to cognitive effort only in 5th-graders' writing of narrative text. The findings are discussed in light of the factors contributing to cognitive effort and fluency in writing. 相似文献
3.
《The Journal of educational research》2012,105(3):181-188
AbstractOne purpose of this study was to determine whether a selected number of spelling series used high- frequency words for their lists when compared to a standard measure of word frequency. Another purpose was to determine whether students misspelled high-frequency words in their writing. Data collected from the spelling series were analyzed using a two-factor analysis of variance and the Tukey method of multiple comparisons. Data collected from children’s writing samples were analyzed using at test. Analysis showed differences in the number of high-frequency words among the series and within the grade levels. There also was a difference between the number of misspelled words in children’s writing at Grade 5 but not at Grade 3. 相似文献
4.
The purpose of the present study was to use Coh-Metrix,a computational tool,to examine the relationship between discourse coherence and writing level,and analyze the coherence of high level writing and low level writing.The study uses 5 Coh-Metrix variables to analyze 40 college students’timed compositions from Chinese Learners English of Corpus(CLEC) and their corresponding readability scores.The study demonstrates that Coh-Metrix variables,number of words,words per sentences,the Flesch-Kincaid Grade Level,LSA sentence all,and argument overlap can contribute to text coherence.Findings of the study indicate:there is a relationship between discourse coherence and writing level,but there is no significant difference between high level group and low level group in discourse coherence(p=.409>.05),and writing level can not distinguish discourse coherence in EFL learners’writing. 相似文献
5.
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. 相似文献
6.
The authors examined the implementation of written reflections in a Grade 4 mathematics classroom over the course of 8 weeks. Students in this case study engaged in a workshop modeled after Calkin's Writers' Workshop and within this workshop the use of writing as a reflective tool in mathematics was introduced. The authors explore how students used writing to evaluate their learning and how the teacher used the students' written reflections as a formative assessment for instructional purposes. Students' written reflections were coded and these codes were used to conduct an inductive thematic analysis. Analysis of written reflections via constant-comparison analysis was used for further differentiation. The findings show students' ability to accurately self-evaluate their problem-solving skills and highlighted students' confidence level with certain mathematical concepts. Teachers were able to use students' reflections as a place to begin conferring with a student for further clarification. The written reflections aided in instructional decisions and increased individual instruction when needed. The authors include implications for teacher practice and areas for future research. 相似文献
7.
The objectives of this study were to determine whether middle school students' writing self-efficacy beliefs make an independent contribution to the prediction of their writing competence and to explore grade level and gender differences in writing self-beliefs (N = 742). Writing self-efficacy was the only motivation construct to predict writing competence in a model that included writing self-concept, writing apprehension, perceived value of writing, self-efficacy for self-regulation, previous writing achievement, gender, and grade level. Girls were more competent writers than were boys, but there were no gender differences in writing self-efficacy beliefs. However, when students were asked whether they were better writers than their peers, girls expressed that they were better writers than were other boys or girls in their class or in their school to a greater degree than did the boys. These findings suggest that girls and boys may use a different metric when responding to traditional self-efficacy scales. Students in Grade 6 reported higher self-efficacy and found writing more valuable than did their older peers, and students in Grade 7 reported lower writing self-beliefs than did students in Grades 6 or 8. 相似文献
8.
Ramakrishnan Menon 《Asia Pacific Journal of Education》1995,15(1):59-68
Eleven Grade 6 students from a class of 26 Canadian children (comprising both Grade 5 and Grade 6 students) were the focus of a 15-week study on students' mathematical learning through writing, where Student Journals (SJ) and Student-Constructed Questions (SCQ) were used by the class teacher as an integral part of her lessons on common and decimal fractions. Student interviews, classroom observations and a teacher interview complemented the analysis of SJ and SCQ. Both writing tasks evidenced students' mathematical learning, but while the SCQ indicated students' fraction knowledge more clearly, the SJ did not communicate students' understanding of fractions as well as student's verbal discussion and explanations did. 相似文献
9.
《The Journal of educational research》2012,105(4):211-225
Abstract The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning. 相似文献
10.
《教育实用测度》2013,26(2):195-208
The consistency between raters over 3 years of a high-stakes performance assessment was examined in 2 studies that involved students in Grades 3, 5, and 8. The students' performance was evaluated in reading, writing, language usage, mathematics, science, and social studies. The results showed that the groups of raters used in different years differed in severity. Their consistency tended to improve over years, but differences between the rater groups remained. It is shown that these differences could affect students' proficiency classifications, indicating the need to adjust for rater effects during the equating process. The Grade 8 raters generally were found to be more consistent than the Grade 3 and Grade 5 raters. Also, the raters in mathematics generally were the most consistent, those in the language arts areas were the least consistent, and the consistency of raters in science and social studies varied over grade levels. 相似文献
11.
Ralli Asimina M. Dimakos Ioannis C. Dockrell Julie E. Papoulidi Asimenia 《Reading and writing》2022,35(7):1599-1626
Developing writing skills is a central part of the education curriculum in many countries, yet numerous children have difficulties in producing written texts. To our knowledge there is no systematic study examining the ways in which Greek teachers adapt their writing instruction strategies to accommodate the children’s needs. The aim of the present study was to identify the approaches teachers employ while teaching writing in Greek primary schools and to examine the nature and frequency of these different aspects of teaching writing. We replicated and extended the Dockrell et al. (Read Writ Interdiscip J 29(3):409–434, 2016) study, using the Not so Simple View of Writing framework. One hundred and three teachers responded to an online questionnaire, which consisted of questions regarding their academic qualifications and their specific teaching practices. The majority of the sample felt prepared and enjoyed teaching writing. However, almost all of the teachers found teaching writing challenging and half of them reported that supporting struggling writers was difficult for them. Overall, teachers reported more work at word level, occurring almost weekly, than at text level. Differences between Grade levels they taught were also evident for specific domains of writing. Recommendations for future research and implications for educational practice are discussed.
相似文献12.
Sukhdeep Kaur Chohan 《Early Childhood Education Journal》2011,39(1):39-50
This study involved the development, implementation, and assessment of a comprehensive schoolwide mailing program as a practical
tool to communicate enthusiasm towards writing to children and actively engage them in letter writing. The author played the
dual role of teacher-researcher and worked for one school year with one teacher from each grade level from grade 1 to grade
5. The objective of the study was to explore the relationship between an innovative mailing program and children’s attitudes
towards letter writing. This study employed both qualitative (conference with teachers) and quantitative (survey) methods.
The author initiated the study with a presentation to the teachers (during a staff meeting) and to the children (in an assembly),
systematically collected feedback from teachers to assess the program throughout the year, informed parents (through school
newsletters), and assessed children’s attitudes towards both writing and letter writing at the beginning and end of the program.
It was anticipated that the program would provide children with authentic writing experiences, foster positive attitudes towards
writing, enhance their literacy skills, and in turn strengthen a “friendship culture” in the school by being coparticipants
as readers and writers in the letter writing process. Data analysis indicated that children enjoyed the responsive letter
writing process and that their self-perceptions as writers and their writing skills improved. Results support the introduction
of an elementary school mailing program as a means to cultivate and strengthen positive relationships between pupils and invite
family participation. 相似文献
13.
This article presents a mixed-methods case study of Diego, a bilingual teen who completed public school in Florida. During adolescence, Diego negotiated multiple identities: successful student, Mexican American, bilingual, and typical U.S. teenager. Diego provided interviews and bilingual (English/Spanish) writing (narrative/expository) in 2008 (at age 12, Grade 6) and in 2012 (at age 16, Grade 10). A qualitative analysis of his interviews and a quantitative linguistic analysis of his writing reveal central elements of Diego’s language development as related to academic English and identity. Educational implications for working with bilingual adolescents are discussed. 相似文献
14.
This study was conducted in the province of Québec, Canada, among French-speaking Grade 6 students (n?=?175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs, comprehend main ideas and text structure in an informative text, and write a short structured informative text. It also describes relationships between these knowledge and skills coming from different reading and writing tasks. Three assessments relative to informative text structures were administered: a multiple-choice test on text structure knowledge and identification of main ideas, a reading comprehension test, and a short writing task. Results revealed that students performed better in the multiple-choice assessment compared to other assessments. Correlations between variables stemming from the three assessments were significant but their effect sizes were low to moderate. A hypothesized model was investigated via a path analysis suggesting that structure knowledge and main idea identification influence reading comprehension, which then influence writing. 相似文献
15.
Njora Hungi Neville T. Postlethwaite 《Educational Research for Policy and Practice》2009,8(3):211-230
In this study, the authors employed a multilevel analysis procedure to examine the key pupil- and school-level factors that
influenced reading and mathematics achievement among Grade 5 primary school pupils in Laos. The data for this study were collected
in 2007 as part of a major project (known as Laos Grade 5 Survey) that sought to examine the quality of education offered
in primary schools in Laos. Results show that pupil’s age, school resources and learning materials such as pencils, erasers
and exercise books are important factors in the prediction of achievement in reading and mathematics at Grade 5 level in Laos.
From the results of the analyses, several policy suggestions have been made to improve the facets of education that seem to
be worthy of action. 相似文献
16.
ABSTRACTThis study investigates the relationship between students’ attitudes towards formative assessment and summative assessment and aims to enrich the understanding of formative and summative assessment from the students’ perspective. A total of 3,019 Hong Kong primary school students responded to a newly developed instrument. Overall, students reported positive instrumental yet negative affective attitudes towards formative and summative assessment. Girls had less negative affective attitudes towards formative assessment, but more positive instrumental attitudes towards formative and summative assessment than boys. Grade 4 students consistently scored higher than Grade 5 and Grade 6 students in assessment attitudes. The gender and grade differences were statistically significant, but had small effect size. Moreover, it was found that students’ affective and instrumental attitudes to formative assessment positively predicted students’ affective and instrumental attitudes to summative assessment. 相似文献
17.
This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were shown to have an increase in Dutch language achievement over time, whereas boys showed a decrease in middle years, followed by an increase from Grade 9 on. The multivariate multilevel growth curve model suggested that the evolution of academic self-concept was not related to the evolution in achievement, neither at the individual level, nor at the school level. There is, however, a positive relation between students’ academic self-concept and their achievement, the magnitude of which decreased throughout secondary school. At the school level, the correlation is small, but also positive, except for the girls from Grade 10 on. The results are discussed in relation to the reciprocal effects model and the developmental perspective regarding the self-concept/achievement relation. 相似文献
18.
This article describes an assessment of writing skills (writing sample, objective test, and self‐assessment) made by one community college. Information was gathered to design an entry‐level assessment procedure for placement in English composition and developmental writing courses. Comparing the three approaches, each of which measured different aspects of writing ability, showed that the best predictor of grade in an English composition course was the objective test. However, the statistical results of the study form only one component of an entry‐level assessment program. It may be that a writing sample is needed as part of entry‐level assessment because it points out the value of writing skill in attempting college‐credit courses. 相似文献
19.
Betsy M. DelleBovi 《Assessing Writing》2012,17(4):271-292
This action research demonstrates the answer to this question: How can literacy professors provide effective training in evaluating writing to preservice graduate education students? The study examines writing assessment instruction in the context of a literacy course required of preservice teachers seeking secondary (7–12) certification in content area instruction. Approximately half of the course is devoted to instruction in 3 areas of writing assessment: (1) theory and practice in aspects of holistic writing assessment analysis, (2) methods for designing teachable rubrics, and (3) approaches to creating and sharing written feedback. Student-participants’ written responses to protocols demonstrate learning outcomes in these 3 areas along with their attitudes and the effects of their practice with an authentic set of high school students’ essays. The study demonstrates the effectiveness of this assessment instruction as a part of overall effectiveness in teacher preparation programs at the graduate level. 相似文献
20.
Su-Ying Huang 《The Journal of educational research》2019,112(2):168-178
The authors investigated the relationships among effortful control and frustration and literacy proficiency of preadolescence to determine which subcomponent of effortful control and/or emotion might be critical in achieving academic success. The participants included 72 children recruited from a larger longitudinal study. Children's frustration, effortful control, and literacy skills were assessed at Grade 5, and their nonverbal IQ levels were assessed at Grade 1. Effortful control and frustration were measured by a self-report questionnaire. Literacy proficiency was measured with tests of reading comprehension, written language, and the semestral grades in the subject of Chinese literacy. Results showed that children with higher effortful control perception had better literacy abilities, particularly writing and language academic achievement. The dispositional frustration moderated the predictive effect of attention control on children's reading comprehension. The findings support the importance of self-regulation and emotions on literacy proficiency. 相似文献