根据基础读写能力识别有写作困难风险的幼儿园学生

IF 2 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
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引用次数: 0

摘要

摘要 本研究的主要目的是评估以基础读写技能为基础的幼儿园低年级写作评估(EGWA-K)在识别有早期写作学习障碍(LDW)风险的儿童方面的有效性和诊断准确性。据我们所知,目前还没有针对西班牙语儿童的此类工具。为此,我们选取了 363 名年龄在 4.7-6.6 岁之间的西班牙幼儿园儿童作为样本。我们对样本进行了 EGWA-K 测试,包括四项任务(即语音认知、看图写话、自由写话和口头叙述)。此外,还包括两项基于自由书写字母和教师评分的标准任务,以进行验证。首先,采用平行分析法进行了探索性因子分析(EFA),以确定 EGWA-K 的维度,并通过确证性因子分析(CFA)得出了两个因子(一个与抄写能力有关,另一个与叙述能力有关)。此外,测量不变性在构型、度量、标度和残差水平上按性别得到了证实。EGWA-K 具有可接受的 ROC 曲线下面积(AUC 在 0.87 的范围内),特别是在使用自由书写作为标准测量时,具有足够的灵敏度(0.90)和特异性(0.71)指数。因此,像EGWA-K这样可靠且经过结构验证的筛查工具现在已经可以用于早期识别西班牙幼儿园儿童的LDW。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Identifying kindergarteners at-risk of writing difficulties based on foundational literacy skills

Abstract

The main aim of this study was to evaluate the Early Grade Writing Assessment for Kindergarten (EGWA-K), which is grounded in foundational literacy skills, for its validity and diagnostic accuracy in identifying children at risk of developing early learning disabilities in writing (LDW). To the best of our knowledge, no such tool exists for Spanish-speaking children. A sample of 363 Spanish kindergarten children aged 4.7 to 6.6 years was selected for this purpose. The EGWA-K protocol, comprising four tasks (i.e., phonological awareness, writing words from pictures, free writing of words, and oral narrative), was administered to the sample. Additionally, two criterion tasks based on free letter writing and teacher ratings were included for validation purposes. First, an exploratory factor analysis (EFA) was conducted using parallel analysis to determine the dimensionality of the EGWA-K, which was confirmed by a confirmatory factor analysis (CFA) yielding two factors (one related to transcription ability and the other to narrative competence). Additionally, measurement invariance was confirmed at the configural, metric, scalar, and residual levels by gender. The EGWA-K had an acceptable area under the ROC curve (AUC in the 0.87 range), particularly when free letter writing was utilized as the criterion measure, with adequate sensitivity (0.90) and specificity (0.71) indices. Therefore, a reliable and construct-valid screening tool such as the EGWA-K is now available for the early identification of LDW in Spanish kindergarten children.

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来源期刊
CiteScore
5.20
自引率
16.00%
发文量
0
期刊介绍: Reading and writing skills are fundamental to literacy. Consequently, the processes involved in reading and writing and the failure to acquire these skills, as well as the loss of once well-developed reading and writing abilities have been the targets of intense research activity involving professionals from a variety of disciplines, such as neuropsychology, cognitive psychology, psycholinguistics and education. The findings that have emanated from this research are most often written up in a lingua that is specific to the particular discipline involved, and are published in specialized journals. This generally leaves the expert in one area almost totally unaware of what may be taking place in any area other than their own. Reading and Writing cuts through this fog of jargon, breaking down the artificial boundaries between disciplines. The journal focuses on the interaction among various fields, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Reading and Writing publishes high-quality, scientific articles pertaining to the processes, acquisition, and loss of reading and writing skills. The journal fully represents the necessarily interdisciplinary nature of research in the field, focusing on the interaction among various disciplines, such as linguistics, information processing, neuropsychology, cognitive psychology, speech and hearing science and education. Coverage in Reading and Writing includes models of reading, writing and spelling at all age levels; orthography and its relation to reading and writing; computer literacy; cross-cultural studies; and developmental and acquired disorders of reading and writing. It publishes research articles, critical reviews, theoretical papers, and case studies. Reading and Writing is one of the most highly cited journals in Education, Educational Research, and Educational Psychology.
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