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Hits 1 – 20 of 87
1
The writing of African American students (Fitton et al., 2021) ...
Fitton, Lisa
;
Johnson, Lakeisha
;
Wood, Carla
. - : ASHA journals, 2021
BASE
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2
The writing of African American students (Fitton et al., 2021) ...
Fitton, Lisa
;
Johnson, Lakeisha
;
Wood, Carla
. - : ASHA journals, 2021
BASE
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3
Correction to: Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology [<Journal>]
Tibi, Sana
[Verfasser];
Edwards, Ashley A.
[Verfasser];
Schatschneider, Christopher
[Verfasser].
DNB Subject Category Language
Show details
4
Matthew effects in writing productivity during second grade [<Journal>]
Wood, Carla
[Verfasser];
Schatschneider, Christopher
[Verfasser];
Wanzek, Jeanne
[Verfasser]
DNB Subject Category Language
Show details
5
Predicting Arabic word reading: A cross-classified generalized random-effects analysis showing the critical role of morphology [<Journal>]
Schatschneider, Christopher
[Verfasser];
Edwards, Ashley A.
[Verfasser];
Kirby, John R.
[Verfasser].
DNB Subject Category Language
Show details
6
IRT analyses of Arabic letter knowledge in Kindergarten [<Journal>]
Edwards, Ashley A.
[Verfasser];
Schatschneider, Christopher
[Verfasser];
Lombardino, Linda J.
[Verfasser].
DNB Subject Category Language
Show details
7
Correction to: Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>]
Tighe, Elizabeth L.
[Verfasser];
Little, Callie W.
[Verfasser];
Arrastia‑Chisholm, Meagan Caridad
[Verfasser].
DNB Subject Category Language
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8
Average One Year Change in Lexical Measures of Written Narratives for School Age Students
WOOD, Carla L.
;
SCHATSCHNEIDER, Christopher W.
;
HART, Sara
In: Read Writ Q (2019)
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9
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
Denton, Carolyn A.
;
Tamm, Leanne
;
Schatschneider, Christopher
...
In: Sci Stud Read (2019)
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10
Assessing the direct and indirect effects of metalinguistic awareness to the reading comprehension skills of struggling adult readers [<Journal>]
Tighe, Elizabeth L.
[Verfasser];
Little, Callie W.
[Sonstige];
Arrastia-Chisholm, Meagan Caridad
[Sonstige].
DNB Subject Category Language
Show details
11
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ...
Vaughn, Sharon
;
Lonigan, Christopher J.
;
Burgess, Stephen R.
. - : Figshare, 2018
BASE
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12
Examining the Simple View of Reading With Elementary School Children: Still Simple After All These Years ...
Vaughn, Sharon
;
Lonigan, Christopher J.
;
Burgess, Stephen R.
. - : Figshare, 2018
BASE
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13
Relationship Between Children’s Lexical Diversity in Written Narratives and Performance on a Standardized Reading Vocabulary Measure
Wood, Carla L.
;
Bustamante, Kristina N.
;
Schatschneider, Christopher
...
In: Assess Eff Interv (2018)
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14
Can Working Memory Training Work for ADHD? Development of Central Executive Training and Comparison with Behavioral Parent Training
Kofler, Michael J.
;
Sarver, Dustin E.
;
Austin, Kristin
. - 2018
BASE
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15
Writing evaluation: rater and task effects on the reliability of writing scores for children in Grades 3 and 4 [<Journal>]
Kim, Young-Suk Grace
[Verfasser];
Schatschneider, Christopher
[Sonstige];
Wanzek, Jeanne
[Sonstige].
DNB Subject Category Language
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16
Grade Level Expectations in Lexical Measures and Accuracy of Written Narrative Samples
Wood, Carla
;
Schatschneider, Christopher
;
Hart, Sara
. - 2017
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17
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4
Kim, Grace Young-Suk
;
Schatschneider, Christopher
;
Wanzek, Jeanne
;
Gatlin, Brandy
;
Al Otaiba, Stephanie
. - 2017
Abstract:
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of .90 and .80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written compositions were evaluated in widely used evaluation methods for developing writers: holistic scoring, productivity, and curriculum-based writing scores. Results showed that 54% and 52% of variance in narrative and expository compositions were attributable to true individual differences in writing. Students’ scores varied largely by tasks (30.44% and 28.61% of variance), but not by raters. To reach the reliability of .90, multiple tasks and raters were needed, and for the reliability of .80, a single rater and multiple tasks were needed. These findings offer important implications about reliably evaluating children’s writing skills, given that writing is typically evaluated by a single task and a single rater in classrooms and even in state accountability systems.
Keyword:
Article
URL:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5653319/
http://www.ncbi.nlm.nih.gov/pubmed/29075050
https://doi.org/10.1007/s11145-017-9724-6
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18
Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW)
Kim, Young-Suk Grace
;
Schatschneider, Christopher
. - 2017
BASE
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19
Examining the Underlying Dimensions of Morphological Awareness and Vocabulary Knowledge
Spencer, Mercedes
;
Muse, Andrea
;
Wagner, Richard K.
. - 2015
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20
Rate of Language Growth in Children with Hearing Loss in an Auditory-Verbal Early Intervention Program
Jackson, Carla Wood.
;
Schatschneider, Christopher.
In:
American annals of the deaf. - Washington, DC : Gallaudet Univ. Press
158 (2014) 5, 539-554
OLC Linguistik
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