Monitoring Elementary Students' Writing Progress Using Curriculum-Based Measures: Grade and Gender Differences
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| Title: | Monitoring Elementary Students' Writing Progress Using Curriculum-Based Measures: Grade and Gender Differences |
|---|---|
| Language: | English |
| Authors: | McMaster, Kristen L., Shin, Jaehyun, Espin, Christine A., Jung, Pyung-Gang, Wayman, Miya Miura, Deno, Stanley L. |
| Source: | Reading and Writing: An Interdisciplinary Journal. Nov 2017 30(9):2069-2091. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Office of Special Education and Rehabilitative Services (ED) |
| Contract Number: | H324H030003 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Gender Differences, Decision Making, Curriculum Based Assessment, Statistical Analysis, Scoring, Writing Skills, Skill Development, Writing Improvement, Grade 2, Grade 3, Grade 4, Grade 5 |
| DOI: | 10.1007/s11145-017-9766-9 |
| ISSN: | 0922-4777 |
| Abstract: | The purpose of this study was to examine slopes from curriculum-based measures of writing (CBM-W) as indicators of growth in writing. Responses to story prompts administered for 5 min to 89 students in Grades 2-5 were collected across 12 weeks and scored for correct word sequences (CWS) and correct minus incorrect sequences (CIWS). Linear mixed modeling revealed that, for students in Grades 2-3, a linear model with random effects on both intercept and slope fit the data best. For students in Grades 4-5, growth trends varied depending on number of weeks and scoring procedure used. The time point at which slopes were significantly different from zero varied by scoring procedure and grade. Gender was related to intercept and slope for CWS and CIWS in Grades 2-3 and to intercept and linear slope for CWS and CIWS in Grades 4-5. Findings suggest that CBM-W may be appropriate for monitoring student progress, and that gender should be considered in data-based decision making. |
| Abstractor: | As Provided |
| Number of References: | 57 |
| Entry Date: | 2017 |
| Accession Number: | EJ1156759 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to examine slopes from curriculum-based measures of writing (CBM-W) as indicators of growth in writing. Responses to story prompts administered for 5 min to 89 students in Grades 2-5 were collected across 12 weeks and scored for correct word sequences (CWS) and correct minus incorrect sequences (CIWS). Linear mixed modeling revealed that, for students in Grades 2-3, a linear model with random effects on both intercept and slope fit the data best. For students in Grades 4-5, growth trends varied depending on number of weeks and scoring procedure used. The time point at which slopes were significantly different from zero varied by scoring procedure and grade. Gender was related to intercept and slope for CWS and CIWS in Grades 2-3 and to intercept and linear slope for CWS and CIWS in Grades 4-5. Findings suggest that CBM-W may be appropriate for monitoring student progress, and that gender should be considered in data-based decision making. |
|---|---|
| ISSN: | 0922-4777 |
| DOI: | 10.1007/s11145-017-9766-9 |
