Measures and References: Composition

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Measures

Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.

CBAL Writing Assessments (Deane et al., 2011): In this computer-based assessment, students are given a genre-specific writing task and realistic scenarios with corresponding texts to evaluate.

Performance Assessments (McCurdy et. al, 2018): Students complete an argumentative writing task in which they evaluate an argument after listening to or reading a text.

References

Beers, S. F., & Nagy, W. E. (2007). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre?. Reading and Writing, 22(2), 185-200.

Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434-449.

Biotteau, M., Danna, J., Baudou, É., Puyjarinet, F., Velay, J. L., Albaret, J. M., & Chaix, Y. (2019). Developmental coordination disorder and dysgraphia: Signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatric Disease and Treatment, 15, 1873.

Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology, 174(5), 514-533.

Deane, P., Fowles, M., Baldwin, D., Persky, H. (2011). The CBAL summative writing assessment: A draft eighth-grade design. Research Report. ETS RM-11-01. ETS Research Report Series.

De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698.

Duin, A. H., & Graves, M. F. (1987). Intensive vocabulary instruction as a prewriting technique. Reading Research Quarterly, 22(3), 311-330.

Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell‐Horn‐Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45(2), 132-144.

Geers, A. E., & Hayes, H. (2011). Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience. Ear and Hearing, 32(1), 49S.

Graham, S., Gillespie, A., & McKeown, D. (2012). Writing: Importance, development, and instruction. Reading and Writing: An Interdisciplinary Journal, 26(1), 1-15.

Graham, S., Perin, D., Alliance for Excellent Education, & Carnegie Corporation of New York. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. A report to Carnegie Corporation of New York. Alliance for Excellent Education.

Graham, S., & Perrin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.

Hoskyn, M., & Swanson, H. L. (2003). The relationship between working memory and writing in younger and older adults. Reading and Writing, 16(8), 759-784.

Jones, S. (2014). From ideas in the head to words on the page: young adolescents' reflections on their own writing processes. Language and Education, 28(1), 52-67.

Kellogg, R. T. (2008). Training writing skills: A cognitive development perspective. Journal of Writing Research, (1), 1 - 26.

Kingir, S. (2013). Using non-traditional writing as a tool in learning chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101-114.

Kliewer, W., Lepore, S. J., Farrell, A. D., Allison, K. W., Meyer, A. L., Sullivan, T. N., & Greene, A. Y. (2011). A school-based expressive writing intervention for at-risk urban adolescents' aggressive behavior and emotional lability. Journal of Clinical Child & Adolescent Psychology, 40(5), 693-705.

Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.

Lewis, C., & Del Valle, A. (2009). Literacy and identity. Handbook of adolescent literacy research, 307-322.

Martin, C. L. (2015). Writing as a tool to demonstrate mathematical understanding. School Science and Mathematics, 115(6), 302-313.

McCurdy, K., Reagan, E. M., Rogers, A., & Schram, T. (2018). Integrating performance assessments across a PK-20 continuum: A locally developed collaboration. Education Policy Analysis Archives, 26, 14.

Muhammad, G. E. (2012). Creating spaces for Black adolescent girls to "write it out!". Journal of Adolescent & Adult Literacy, 56(3), 203-211.

Nippold, M. A., & Ward-Lonergan, J. M. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238-248.

Pajares, F., Johnson, M., & Usher, E. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42(1), 104-120.

Puranik, C. S., Lombardino, L. J., & Altmann, L. J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading and Writing, 20(3), 251-272.

Reynolds, D. W. (2005). Linguistic correlates of second language literacy development: Evidence from middle-grade learner essays. Journal of Second Language Writing, 14(1), 19-45.

Schultz, K., Hull, G., & Higgs, J. (2016). After writing, after school. Handbook of Writing Research, 102-115.

Silvia, P. J., & Beaty, R. E. (2012). Making creative metaphors: The importance of fluid intelligence for creative thought. Intelligence, 40(4), 343-351.