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ERIC Number: EJ1043652
Record Type: Journal
Publication Date: 2014-Dec
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1534-5084
Comparison of Name-Writing Rubrics: Is There a Gold Standard?
Puranik, Cynthia S.; Schreiber, Samantha; Estabrook, Erin; O'Donnell, Erin
Assessment for Effective Intervention, v40 n1 p16-23 Dec 2014
The purpose of this study was to compare name writing using six different rubrics with the aim of ascertaining whether any were better for evaluating preschoolers' name-writing skills. In addition, we investigated the relation between name writing assessed using these six rubrics and children's emergent and conventional literacy skills. Name-writing data were obtained from 346 preschoolers across four data sets and scored using six rubrics: five detailed rubrics and a simple rubric. Results indicated that the scores from these rubrics were highly correlated. Furthermore, the magnitude of the correlations between name-writing scores and children's literacy skills were similar. Findings suggest that these rubrics provide an equivalent index of children's name-writing skills at a single assessment point.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement
IES Funded: Yes
Grant or Contract Numbers: R305A090622