Measuring Linguistic Growth in Sentence-Level Writing Curriculum-Based Measures: Exploring Complementary Scoring Methods.

IF 2.2 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2024-04-11 Epub Date: 2024-01-29 DOI:10.1044/2023_LSHSS-23-00056

Emily A Reno, Kristen L McMaster

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引用次数: 0

Abstract

Purpose: Picture-word writing curriculum-based measures (PW CBM-Ws) are technically sound, formative measures of descriptive, sentence-level writing but cannot estimate underlying linguistic skills. The purpose of this exploratory alternative scoring investigation was to apply metrics from language sample analysis (LSA) to PW CBM-Ws as a complementary measure of underlying language skills in beginning writers' sentence-level writing.

Method: LSA metrics were applied to 104 typically developing first through third graders' PW CBM-W samples across fall and spring semesters. Factorial analyses of variance with post hoc Bonferroni pairwise comparisons were applied after obtaining alternate-form reliability and criterion-related validity estimates.

Results: Analyses revealed reliable discrimination between grades and significant growth between fall and spring semesters for three LSA metrics: mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words. While mean length of T-unit in words and morphemes demonstrated evidence of discrimination and growth in first grade only, number of different words showed evidence of reliable discrimination and growth in first and third grades.

Conclusions: Mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words showed evidence of adequate criterion-related validity, discrimination among grades, and sensitivity to growth when calculated using PW CBM-W samples to gauge underlying linguistic skills in first- and third-grade students. Implications and future directions for research are discussed.

Supplemental material: https://doi.org/10.23641/asha.25050290.

查看原文本刊更多论文

基于课程的句子级写作语言成长测量方法：探索互补的评分方法。

目的：基于课程的图画单词写作测量（PW CBM-Ws）在技术上是对描述性句子级写作的形成性测量，但不能估计潜在的语言技能。这项探索性替代评分调查的目的是将语言样本分析（LSA）指标应用于PW CBM-Ws，作为对初学写作者句子级写作中潜在语言技能的补充测量：方法：将 LSA 指标应用于 104 名发育典型的一年级至三年级学生秋季和春季学期的 PW CBM-W 样本。在获得交替形式信度和标准相关效度估计值后，进行因子方差分析和事后 Bonferroni 配对比较：分析表明，在三个 LSA 指标（单词中 T 单元的平均长度、语素中 T 单元的平均长度和不同单词的数量）方面，秋季学期和春季学期之间年级间的区分度可靠，且增长显著。单词中 T 单元的平均长度和语素中 T 单元的平均长度仅在一年级显示出辨别力和增长的证据，而不同单词的数量则在一年级和三年级显示出可靠的辨别力和增长的证据：结论：用PW CBM-W样本计算一年级和三年级学生的基本语言技能时，单词中T单位的平均长度、语素中T单位的平均长度和不同单词的数量都显示出足够的标准相关效度、年级间的区分度和对增长的敏感度。本文讨论了研究的意义和未来方向。补充材料：https://doi.org/10.23641/asha.25050290。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.