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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
FullText Links:
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  Data: Monitoring Elementary Students' Writing Progress Using Curriculum-Based Measures: Grade and Gender Differences
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  Data: <searchLink fieldCode="AR" term="%22McMaster%2C+Kristen+L%2E%22">McMaster, Kristen L.</searchLink><br /><searchLink fieldCode="AR" term="%22Shin%2C+Jaehyun%22">Shin, Jaehyun</searchLink><br /><searchLink fieldCode="AR" term="%22Espin%2C+Christine+A%2E%22">Espin, Christine A.</searchLink><br /><searchLink fieldCode="AR" term="%22Jung%2C+Pyung-Gang%22">Jung, Pyung-Gang</searchLink><br /><searchLink fieldCode="AR" term="%22Wayman%2C+Miya+Miura%22">Wayman, Miya Miura</searchLink><br /><searchLink fieldCode="AR" term="%22Deno%2C+Stanley+L%2E%22">Deno, Stanley L.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Nov 2017 30(9):2069-2091.
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  Data: 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
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  Data: Y
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  Data: 23
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  Label: Publication Date
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  Data: 2017
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  Data: Office of Special Education and Rehabilitative Services (ED)
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Decision+Making%22">Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Based+Assessment%22">Curriculum Based Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring%22">Scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Improvement%22">Writing Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink>
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  Data: 10.1007/s11145-017-9766-9
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  Data: 0922-4777
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  Data: 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.
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  Data: 2017
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        Value: 10.1007/s11145-017-9766-9
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 2069
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Decision Making
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      – SubjectFull: Curriculum Based Assessment
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      – SubjectFull: Grade 5
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      – TitleFull: Monitoring Elementary Students' Writing Progress Using Curriculum-Based Measures: Grade and Gender Differences
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