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 |
|---|---|
| Language: | English |
| Authors: | Hope K. Gerde (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(6):1973-1986. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A150210 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Emergent Literacy, Beginning Writing, Childrens Writing, Young Children, Preschool Children, Writing Evaluation, Writing Skills, Handwriting, Alphabets, Concept Formation, Writing (Composition) |
| DOI: | 10.1007/s10643-024-01810-w |
| ISSN: | 1082-3301 1573-1707 |
| 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. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1479594 |
| Database: | ERIC |
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| 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. |
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| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-024-01810-w |
