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ERIC Number: EJ921471
Record Type: Journal
Publication Date: 2011
Pages: 10
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0279-6015
Determining an Instructional Level for Early Writing Skills
Parker, David C.; McMaster, Kristen L.; Burns, Matthew K.
School Psychology Review, v40 n1 p158-167 2011
The instructional level is helpful when identifying an intervention for math or reading, but researchers have yet to investigate whether the instructional-level concept can be applied to early writing. The purpose of this study was to replicate and extend previous research by examining technical features of potential instructional-level criteria for writing. Weekly writing performance was assessed with 85 first-graders over 12 weeks using Picture-Word and Sentence Copying prompts. Data from the students with the highest slopes were used to derive instructional level criteria. Several scoring procedures across Picture-Word and Sentence Copying prompts produced reliable alternate-form correlations and statistically significant relationships with a standardized writing assessment. Determining an instructional level in writing appears feasible; however, further research is needed to examine the instructional utility of this approach. (Contains 4 tables.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A