1 |
An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Modeling Oral Reading Fluency Development in Latino Students: A Longitudinal Study Across Second and Third Grade.
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Towards an understanding of dimensions, predictors, and gender gap in written composition
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Examining the contribution of handwriting and spelling to written expression in kindergarten children.
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Towards an understanding of dimensions, predictors, and gender gap in written composition.
|
|
|
|
Abstract:
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. ; CBM, Dimensionality, Gender, Writing Productivity, Writing Quality ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4414052.
|
|
URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A330578/datastream/TN/view/Towards%20an%20understanding%20of%20dimensions,%20predictors,%20and%20gender%20gap%20in%20written%20composition.jpg https://doi.org/10.1037/a0037210 http://purl.flvc.org/fsu/fd/FSU_pmch_25937667
|
|
BASE
|
|
Hide details
|
|
8 |
Writing Evaluation: Rater and Task Effects on the Reliability of Writing Scores for Children in Grades 3 and 4.
|
|
|
|
BASE
|
|
Show details
|
|
10 |
The Impact of Transcription Writing Interventions for First-Grade Students.
|
|
|
|
BASE
|
|
Show details
|
|
11 |
The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention.
|
|
|
|
BASE
|
|
Show details
|
|
13 |
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners.
|
|
|
|
BASE
|
|
Show details
|
|
14 |
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Predicting kindergartners' end of year spelling ability from their reading, alphabetic, vocabulary, and phonological awareness skills, and prior literacy experiences.
|
|
|
|
BASE
|
|
Show details
|
|
16 |
The contributions of vocabulary and letter writing automaticity to word reading and spelling for kindergartners
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.
|
|
|
|
BASE
|
|
Show details
|
|
19 |
The relation of linguistic awareness and vocabulary to word reading and spelling for first-grade students participating in response to intervention
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Relations among student attention behaviors, teacher practices, and beginning word reading skill.
|
|
|
|
BASE
|
|
Show details
|
|
|
|