Journal article
Accounting for Levels of Language in Narrative and Expository Writing A Skills Analysis of Second-Grade Student Writing
The Elementary school journal, Vol.121(4), pp.541-560
06/01/2021
DOI: 10.1086/714051
Abstract
We conducted a skills analysis on written expression curriculum-based measurement (WE-CBM) tasks completed by 117 second-grade students. As part of the skills analysis, we scored two WE-CBM tasks (i.e., narrative and expository) for correct and incorrect writing sequences, common writing errors, and sentence structures. Although a majority of students displayed low risk for writing difficulties, they had low accuracy in multiple word- and sentence-level skills: The three most common writing errors were related to spelling, nonend punctuation, and capitalization, and most sentences were incomplete. Furthermore, all students-regardless of risk status (i.e., high or low risk)-displayed similar difficulty with sentence structure and writing errors in nonend punctuation and capitalization. Results highlight the semi-independent nature of writing skills (i.e., word, sentence, and connected text) and the potential for skills analysis to inform instruction.
Details
- Title: Subtitle
- Accounting for Levels of Language in Narrative and Expository Writing A Skills Analysis of Second-Grade Student Writing
- Creators
- Shawn M. Datchuk - University of IowaBridget O. Hier - Syracuse UniversityEmily A. Watts - Syracuse University
- Resource Type
- Journal article
- Publication Details
- The Elementary school journal, Vol.121(4), pp.541-560
- Publisher
- Univ Chicago Press
- DOI
- 10.1086/714051
- ISSN
- 0013-5984
- eISSN
- 1554-8279
- Number of pages
- 20
- Language
- English
- Date published
- 06/01/2021
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371304202771
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