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

Abstract

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.