早期写作评估工具的系统回顾

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Katherine L. Buchanan, Milena Keller-Margulis, Amanda Hut, Weihua Fan, Sarah S. Mire, G. Thomas Schanding
{"title":"早期写作评估工具的系统回顾","authors":"Katherine L. Buchanan, Milena Keller-Margulis, Amanda Hut, Weihua Fan, Sarah S. Mire, G. Thomas Schanding","doi":"10.1007/s10643-024-01697-7","DOIUrl":null,"url":null,"abstract":"<p>There is considerable research regarding measures of early reading but much less in early writing. Nevertheless, writing is a critical skill for success in school and early difficulties in writing are likely to persist without intervention. A necessary step toward identifying those students who need additional support is the use of screening tools. The purpose of this study was to identify tools used with emergent writers and summarize the current state of this empirical literature. A systematic review was conducted for publications between 1990 and 2022. A total of 59 studies focused on early writing for preschool or kindergarten students and met criteria for inclusion in the review. Results indicated the most used early writing measure was Name Writing followed by Letter Writing, and Spelling tasks with some studies using this specific combination of measures. Despite some consistency in the measures used, there was significant variation in the scoring approach. Review of technical adequacy indicated 65% of studies included reliability data while considerably fewer included validity. Future studies using consistent approaches to scoring early writing tasks and additional examinations of validity are needed to improve educators’ ability to identify and intervene in this skill area.</p>","PeriodicalId":47818,"journal":{"name":"Early Childhood Education Journal","volume":"142 1","pages":""},"PeriodicalIF":2.3000,"publicationDate":"2024-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"A Systematic Review of Early Writing Assessment Tools\",\"authors\":\"Katherine L. Buchanan, Milena Keller-Margulis, Amanda Hut, Weihua Fan, Sarah S. Mire, G. Thomas Schanding\",\"doi\":\"10.1007/s10643-024-01697-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>There is considerable research regarding measures of early reading but much less in early writing. Nevertheless, writing is a critical skill for success in school and early difficulties in writing are likely to persist without intervention. A necessary step toward identifying those students who need additional support is the use of screening tools. The purpose of this study was to identify tools used with emergent writers and summarize the current state of this empirical literature. A systematic review was conducted for publications between 1990 and 2022. A total of 59 studies focused on early writing for preschool or kindergarten students and met criteria for inclusion in the review. Results indicated the most used early writing measure was Name Writing followed by Letter Writing, and Spelling tasks with some studies using this specific combination of measures. Despite some consistency in the measures used, there was significant variation in the scoring approach. Review of technical adequacy indicated 65% of studies included reliability data while considerably fewer included validity. Future studies using consistent approaches to scoring early writing tasks and additional examinations of validity are needed to improve educators’ ability to identify and intervene in this skill area.</p>\",\"PeriodicalId\":47818,\"journal\":{\"name\":\"Early Childhood Education Journal\",\"volume\":\"142 1\",\"pages\":\"\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-06-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Early Childhood Education Journal\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s10643-024-01697-7\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Education Journal","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10643-024-01697-7","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

有关早期阅读的研究相当多,但有关早期写作的研究却少得多。然而,写作是学业成功的关键技能,如果不进行干预,早期写作困难很可能会持续存在。使用筛查工具是识别需要额外支持的学生的必要步骤。本研究的目的是确定用于初学写作者的工具,并总结这一实证文献的现状。我们对 1990 年至 2022 年间发表的文献进行了系统回顾。共有 59 项研究关注学龄前或幼儿园学生的早期写作,符合纳入综述的标准。结果表明,使用最多的早期写作测量方法是姓名书写,其次是字母书写和拼写任务,有些研究还使用了这种特定的测量方法组合。尽管所使用的测量方法有一定的一致性,但评分方法却存在很大差异。对技术充分性的审查表明,65%的研究包含可靠性数据,而包含有效性数据的研究则少得多。未来的研究需要使用一致的方法对早期写作任务进行评分,并对有效性进行更多的检查,以提高教育工作者识别和干预这一技能领域的能力。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A Systematic Review of Early Writing Assessment Tools

A Systematic Review of Early Writing Assessment Tools

There is considerable research regarding measures of early reading but much less in early writing. Nevertheless, writing is a critical skill for success in school and early difficulties in writing are likely to persist without intervention. A necessary step toward identifying those students who need additional support is the use of screening tools. The purpose of this study was to identify tools used with emergent writers and summarize the current state of this empirical literature. A systematic review was conducted for publications between 1990 and 2022. A total of 59 studies focused on early writing for preschool or kindergarten students and met criteria for inclusion in the review. Results indicated the most used early writing measure was Name Writing followed by Letter Writing, and Spelling tasks with some studies using this specific combination of measures. Despite some consistency in the measures used, there was significant variation in the scoring approach. Review of technical adequacy indicated 65% of studies included reliability data while considerably fewer included validity. Future studies using consistent approaches to scoring early writing tasks and additional examinations of validity are needed to improve educators’ ability to identify and intervene in this skill area.

求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信