Brittany Grey, Marren C Brooks, Emily A Lund, Krystal L Werfel
{"title":"规范参照写作评价在识别聋儿和重听儿童写作缺陷中的不足。","authors":"Brittany Grey, Marren C Brooks, Emily A Lund, Krystal L Werfel","doi":"10.1044/2025_LSHSS-25-00009","DOIUrl":null,"url":null,"abstract":"<p><strong>Purpose: </strong>This study examined the internal consistency reliability, interrater reliability, and concurrent validity of the norm-referenced Test of Early Written Language-Third Edition (TEWL-3) to determine if it is an appropriate measure to use when determining if elementary children who are deaf and hard of hearing (DHH) meet grade-level writing expectations.</p><p><strong>Method: </strong>Participants included 111 second-grade children across three groups: children with typical hearing (CTH), children who use cochlear implants, and children who use hearing aids. Reliability and validity were compared across all groups.</p><p><strong>Results: </strong>Reliability was very strong across groups. CTH followed expected patterns of validity, whereas patterns of validity differed for DHH. Results indicated, on average, that all groups performed in the average or above average ranges on the TEWL-3 but in the not proficient range on the 6 + 1 Trait Writing Rubric: Grades K-2.</p><p><strong>Conclusions: </strong>Given the purpose of norm-referenced and criterion-referenced measures and the differences in performance on the TEWL-3 and the 6 + 1 Trait Writing Rubric: Grades K-2 across groups, speech-language pathologists should not rely on norm-referenced writing assessments to make eligibility decisions for specialized writing intervention services, especially for the DHH population.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29618573.</p>","PeriodicalId":54326,"journal":{"name":"Language Speech and Hearing Services in Schools","volume":" ","pages":"1054-1068"},"PeriodicalIF":2.9000,"publicationDate":"2025-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Insufficiency of Norm-Referenced Writing Assessment for Identifying Writing Weaknesses in Children Who Are Deaf and Hard of Hearing.\",\"authors\":\"Brittany Grey, Marren C Brooks, Emily A Lund, Krystal L Werfel\",\"doi\":\"10.1044/2025_LSHSS-25-00009\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Purpose: </strong>This study examined the internal consistency reliability, interrater reliability, and concurrent validity of the norm-referenced Test of Early Written Language-Third Edition (TEWL-3) to determine if it is an appropriate measure to use when determining if elementary children who are deaf and hard of hearing (DHH) meet grade-level writing expectations.</p><p><strong>Method: </strong>Participants included 111 second-grade children across three groups: children with typical hearing (CTH), children who use cochlear implants, and children who use hearing aids. Reliability and validity were compared across all groups.</p><p><strong>Results: </strong>Reliability was very strong across groups. CTH followed expected patterns of validity, whereas patterns of validity differed for DHH. Results indicated, on average, that all groups performed in the average or above average ranges on the TEWL-3 but in the not proficient range on the 6 + 1 Trait Writing Rubric: Grades K-2.</p><p><strong>Conclusions: </strong>Given the purpose of norm-referenced and criterion-referenced measures and the differences in performance on the TEWL-3 and the 6 + 1 Trait Writing Rubric: Grades K-2 across groups, speech-language pathologists should not rely on norm-referenced writing assessments to make eligibility decisions for specialized writing intervention services, especially for the DHH population.</p><p><strong>Supplemental material: </strong>https://doi.org/10.23641/asha.29618573.</p>\",\"PeriodicalId\":54326,\"journal\":{\"name\":\"Language Speech and Hearing Services in Schools\",\"volume\":\" \",\"pages\":\"1054-1068\"},\"PeriodicalIF\":2.9000,\"publicationDate\":\"2025-10-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Language Speech and Hearing Services in Schools\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.1044/2025_LSHSS-25-00009\",\"RegionNum\":3,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2025/7/25 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q1\",\"JCRName\":\"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Language Speech and Hearing Services in Schools","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.1044/2025_LSHSS-25-00009","RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/7/25 0:00:00","PubModel":"Epub","JCR":"Q1","JCRName":"AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY","Score":null,"Total":0}
The Insufficiency of Norm-Referenced Writing Assessment for Identifying Writing Weaknesses in Children Who Are Deaf and Hard of Hearing.
Purpose: This study examined the internal consistency reliability, interrater reliability, and concurrent validity of the norm-referenced Test of Early Written Language-Third Edition (TEWL-3) to determine if it is an appropriate measure to use when determining if elementary children who are deaf and hard of hearing (DHH) meet grade-level writing expectations.
Method: Participants included 111 second-grade children across three groups: children with typical hearing (CTH), children who use cochlear implants, and children who use hearing aids. Reliability and validity were compared across all groups.
Results: Reliability was very strong across groups. CTH followed expected patterns of validity, whereas patterns of validity differed for DHH. Results indicated, on average, that all groups performed in the average or above average ranges on the TEWL-3 but in the not proficient range on the 6 + 1 Trait Writing Rubric: Grades K-2.
Conclusions: Given the purpose of norm-referenced and criterion-referenced measures and the differences in performance on the TEWL-3 and the 6 + 1 Trait Writing Rubric: Grades K-2 across groups, speech-language pathologists should not rely on norm-referenced writing assessments to make eligibility decisions for specialized writing intervention services, especially for the DHH population.
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.
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