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Using correct word sequences to assess writing fluency in deaf learners.

While recent studies have highlighted promising deaf-centered instructional approaches and positive writing outcomes for deaf and hard of hearing (DHH) students, there remains a gap in research on the validity of writing fluency assessments for DHH learners. This study examines the reliability and v...

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Published in:Journal of Deaf Studies & Deaf Education Vol. 30; no. 4; pp. 496 - 506
Main Authors: Dostal, Hannah M, Easterbrooks, Susan
Format: research tables/charts Journal Article
Published: Oxford University Press / USA Oct2025
Online Access:View this record in EBSCOhost
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      dt: Oct2025
      vid: 30
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      pub: Oxford University Press / USA
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        atl: Using correct word sequences to assess writing fluency in deaf learners.
      aug:
        au:
          Dostal, Hannah M
          Easterbrooks, Susan
        affil: Department of Curriculum and Instruction, University of Connecticut, Storrs, CT, United States
      sug:
        subj:
          Deafness In Infancy and Childhood
          Deaf Education
          Students, Elementary
          Handwriting Evaluation
          Task Performance and Analysis
          Language Tests Evaluation
          Reliability and Validity Evaluation
          Instrument Validation
          Human
          Male
          Female
          Child
          Secondary Analysis
          Validation Studies
          Multiple Linear Regression
          Concurrent Validity
          Predictive Validity
          Interrater Reliability
          Intraclass Correlation Coefficient
          Descriptive Statistics
          Data Analysis Software
          Confidence Intervals
          Paired T-Tests
          Child: 6-12 years
          Male
          Female
      ab: While recent studies have highlighted promising deaf-centered instructional approaches and positive writing outcomes for deaf and hard of hearing (DHH) students, there remains a gap in research on the validity of writing fluency assessments for DHH learners. This study examines the reliability and validity of the Correct Word Sequences (CWS) task as a measure of written fluency in DHH first and second graders, comparing it to the Woodcock-Johnson III Writing Fluency subtest (WJ-III WF). A sample of 64 children participated, and multiple linear regression models were used to assess the relationship between CWS and WJ-III WF scores across fall and spring semesters. Findings suggest that CWS is a reliable and valid measure of writing fluency for young DHH writers, offering a potential alternative or complement to existing assessments.
      pubtype: Academic Journal
      doctype:
        research
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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