Comparison of Narrative and Expository Writing in Students With and Without Language-Learning Disabilities.
Purpose: Students with language-learning disabilities (LLD) demonstrate difficulties with written language, especially in the areas of productivity, complexity, and grammar. It is not clear how these deficits affect their performance on high-stakes tests, such as those required by the No Child Left...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 43; no. 4; pp. 395 - 410 |
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| Formato: | research tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2012
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104425022&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104425022 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2012 vid: 43 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 104425022 104425022 2011707025 NLM22411493 104425022 ppf: 395 ppct: 15 formats: fmt: @attributes: type: P tig: atl: Comparison of Narrative and Expository Writing in Students With and Without Language-Learning Disabilities. aug: sug: subj: Narratives Evaluation Writing Evaluation Learning Disorders Diagnosis Language Disorders Diagnosis Students, Elementary Arizona Academic Performance Evaluation Human Arizona Test Taking Comparative Studies Control Group Clinical Indicators Productivity Vocabulary Grammar Correlational Studies Arizona Goal-Setting Aptitude Tests Spelling Reliability Hypothesis Semantics One-Way Analysis of Variance Descriptive Statistics Language Tests Multivariate Analysis of Covariance Mann-Whitney U Test Spearman's Rank Correlation Coefficient Multimethod Studies Speech and Language Assessment Methods ab: Purpose: Students with language-learning disabilities (LLD) demonstrate difficulties with written language, especially in the areas of productivity, complexity, and grammar. It is not clear how these deficits affect their performance on high-stakes tests, such as those required by the No Child Left Behind Act (U.S. Department of Education, 2002). This study used writing samples to compare how students with and without LLD scored on analytic writing measures that are typically used in writing research and on a more holistic measure of writing, the six-traits writing rubric (STWR; Education Northwest, 2006), which is used in high-stakes writing assessments. Method: Fifty-six 4th and 5th graders with typical development (TD) or LLD produced 1 narrative and 1 expository writing sample. Measures of oral language ability and handwriting accuracy-speed were also obtained. The narrative and expository samples were scored using 5-6 separate analytic measures and 6 separate traits on the STWR. Results: On narratives, the TD group scored significantly higher than the LLD group on 5 analytic measures and all 6 traits. Similarly, for expository, the TD group outscored the LLD group on 3 analytic measures and all 6 traits. Results demonstrate that the analytic scores of productivity, sentence complexity, and lexical diversity were correlated significantly with a higher overall score on the STWR for narrative writing samples only. Discussion: Results of this study suggest that exclusive use of analytic scores to select treatment goals and document writing progress may not translate into increased scores on writing rubrics, particularly for expository writing samples. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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