دورية أكاديمية
Examining Alphabet Writing Fluency in Kindergarten: Exploring the Issue of Time on Task
| العنوان: | Examining Alphabet Writing Fluency in Kindergarten: Exploring the Issue of Time on Task |
|---|---|
| اللغة: | English |
| المؤلفون: | Puranik, Cynthia S., Patchan, Melissa M., Sears, Mary M., McMaster, Kristen L. |
| المصدر: | Assessment for Effective Intervention. Mar 2017 42(2):81-96. |
| الإتاحة: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2017 |
| Sponsoring Agency: | National Center for Education Research (ED) |
| Contract Number: | R305A120368 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Kindergarten Primary Education Early Childhood Education |
| Descriptors: | Kindergarten, Alphabets, Writing Skills, Time on Task, Curriculum Based Assessment, Scores, Criterion Referenced Tests, Writing Evaluation, Writing Tests, Standardized Tests, Pretests Posttests, Correlation, Predictive Validity, Emergent Literacy, Statistical Analysis |
| مصطلحات جغرافية: | Pennsylvania |
| DOI: | 10.1177/1534508416665324 |
| تدمد: | 1534-5084 |
| مستخلص: | Curriculum-based measures (CBMs) are necessary for educators to quickly assess student skill levels and monitor progress. This study examined the use of the alphabet writing fluency task, a CBM of writing, to assess handwriting fluency--that is, how well children access, retrieve, and write letter forms automatically. In the current study, the alphabet writing fluency task was administered at both the beginning and end of the kindergarten school year. Scores were calculated for two time increments, 15 and 60 s, and compared with an alphabet writing, untimed task. All three scores were compared with criterion measures of writing, including both standardized writing assessments and compositional CBMs of writing. Results indicate that measuring alphabet writing fluency using either timed tasks (15- or 60-s) at the beginning or the end of kindergarten may not be a useful or valid endeavor. In contrast, the alphabet writing, untimed task measure showed stronger correlations to criterion writing measures in comparison with the 15- and 60-s alphabet writing fluency tasks and also showed greater concurrent and predictive validity. Limitations and further areas of study are discussed. |
| Abstractor: | As Provided |
| Number of References: | 39 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1129351 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1534-5084 |
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| DOI: | 10.1177/1534508416665324 |