Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition
We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimen...
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| Veröffentlicht in: | Journal of educational psychology 2015-02, Vol.107 (1), p.79-95 |
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| container_title | Journal of educational psychology |
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| creator | Kim, Young-Suk Al Otaiba, Stephanie Wanzek, Jeanne Gatlin, Brandy |
| description | We had 3 aims in the present study: (a) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum-based measurement [CBM] writing scoring), (b) to investigate unique language and cognitive predictors of the identified dimensions, and (c) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from 2nd- and 3rd-grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. |
| doi_str_mv | 10.1037/a0037210 |
| format | Article |
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These questions were addressed using data from 2nd- and 3rd-grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. 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| subjects | Accuracy Achievement Tests Alphabets Attention Curriculum Based Assessment Discriminant analysis Educational evaluation Elementary School Students Factor Analysis Female Gender Differences Grade 2 Grade 3 Handwriting Hierarchical Linear Modeling Human Human Sex Differences Male Mathematical models Oral Language Predictor Variables Productivity Reading Skills Scores Scoring Spelling Task Analysis Writing (Composition) Writing Evaluation Writing Improvement Writing instruction Writing Skills Writing Tests Written Communication |
| title | Toward an Understanding of Dimensions, Predictors, and the Gender Gap in Written Composition |
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