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Designing Features of a Measure of Composing for Young Children.

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Title: Designing Features of a Measure of Composing for Young Children.
Authors: Gerde, Hope K.1 (AUTHOR) hgerde@tamu.edu, Bingham, Gary E.2 (AUTHOR), Bowles, Ryan P.3 (AUTHOR)
Source: Early Childhood Education Journal. Aug2025, Vol. 53 Issue 6, p1973-1986. 14p.
Subject Terms: *Composition (Language arts), *Preschool children, *Emergent literacy, *Literacy, *Assessment literacy, *Teaching methods, Transcription (Linguistics)
Abstract: Early writing is an important early literacy skill related to later reading and writing development. Writing assessment and instruction, however, tends to focus on just part of early writing development, transcription (i.e., handwriting and spelling), whereas composing (i.e., text generation) is an essential component of early and later writing. In fact, several assessments of early writing do not include items that elicit composing and others provide composing items that are too challenging for early writers, yielding floor effects. This study provides evidence for a new approach for eliciting and scoring both transcription and composing from preschool age children. Study 1 provides evidence that within a structured and contextualized assessment in which children compose their own messages, young children can demonstrate transcription skills aligning with the skills they demonstrate on traditional writing assessments (e.g., letter and word writing). Study 2 provides evidence that the structured and contextualized assessment can elicit and score children's transcription and composing skills such as relevance to the theme, idea generation, genre features, verbal-text match. These two studies provide evidence of item functioning for both transcription and composing items important for research and instructional practice. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Early writing is an important early literacy skill related to later reading and writing development. Writing assessment and instruction, however, tends to focus on just part of early writing development, transcription (i.e., handwriting and spelling), whereas composing (i.e., text generation) is an essential component of early and later writing. In fact, several assessments of early writing do not include items that elicit composing and others provide composing items that are too challenging for early writers, yielding floor effects. This study provides evidence for a new approach for eliciting and scoring both transcription and composing from preschool age children. Study 1 provides evidence that within a structured and contextualized assessment in which children compose their own messages, young children can demonstrate transcription skills aligning with the skills they demonstrate on traditional writing assessments (e.g., letter and word writing). Study 2 provides evidence that the structured and contextualized assessment can elicit and score children's transcription and composing skills such as relevance to the theme, idea generation, genre features, verbal-text match. These two studies provide evidence of item functioning for both transcription and composing items important for research and instructional practice. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1007/s10643-024-01810-w
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      – Code: eng
        Text: English
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        PageCount: 14
        StartPage: 1973
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        Type: general
      – SubjectFull: Preschool children
        Type: general
      – SubjectFull: Emergent literacy
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Assessment literacy
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      – SubjectFull: Teaching methods
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      – SubjectFull: Transcription (Linguistics)
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      – TitleFull: Designing Features of a Measure of Composing for Young Children.
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            NameFull: Bingham, Gary E.
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              M: 08
              Text: Aug2025
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              Y: 2025
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