Aspects of Technical Adequacy of an Early-Writing Measure for English Language Learners in Grades 1 to 3

Abstract

This study examined the technical adequacy of Picture Word, a type of Writing Curriculum-Based Measurement, with 73 English learners (ELs) with beginning to intermediate English language proficiency in Grades 1, 2, and 3. The ELs in this study attended schools in one midwestern U.S. school district employing an English-only model of instruction and spoke a variety of native languages. ELs completed two forms of Picture Word in the fall, winter, and spring. The criterion measure, a common English language proficiency assessment, was administered in the winter. Results indicated that Picture Word was not appropriate for the first-grade EL participants but showed promise for second- and third-grade ELs.

Keywords

English learners writing assessment

Get full access to this article

View all access options for this article.

References

Abedi

Gándara

(2006). Performance of English language learners as a subgroup in large-scale assessment: Interaction of research and policy. Educational Measurement: Issues and Practice, 25(4), 36–46.

August

Shanahan

(Eds.). (2006). Developing literacy in second language learners: A report of the National Literacy Panel on Language Minority Children and Youth, Center for Applied Linguistics. Lawrence Erlbaum.

Babayiğit

(2015). The dimensions of written expression: Language group and gender differences. Learning and Instruction, 35, 33–41.

Berninger

V. W.

Amtmann

(2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In Swanson

Harris

Graham

(Eds.), Handbook of learning disabilities (pp. 323–344). Guilford Press.

Deno

S. L.

(1985). Curriculum-Based Measurement: The emerging alternative. Exceptional Children, 52, 219–232.

Fox

Fairbairn

(2011). Test review: ACCESS for ELLs [R]. Language Testing, 28(3), 425–431.

Fuchs

L. S.

Deno

S. L.

Mirkin

P. K.

(1984). The effects of frequent Curriculum-Based Measurement and evaluation on pedagogy, student achievement, and student awareness of learn-in. American Educational Research Journal, 21, 449–460.

Graham

Hebert

(2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81(4), 710–744.

Harrison

G. L.

Goegan

L. D.

Jalbert

McManus

Sinclair

Spurling

. (2016). Predictors of spelling and writing skills in first and second-language learners. Reading and Writing, 29(1), 69–89.

10.

Keller-Margulis

Payan

Jaspers

K. E.

Brewton

(2016). Validity and diagnostic accuracy of written expression Curriculum-Based Measurement for students with diverse language backgrounds. Reading & Writing Quarterly, 32(2), 174–198.

11.

McMaster

K. L.

Yeo

Deno

S. L.

Parker

Ellis

(2011). Curriculum-based measures of beginning writing: Technical features of the slope. Exceptional Children, 77(2), 185–206.

12.

McMaster

K. L.

Lembke

Brandes

Garman

Moore

Jung

Janda

. (2014). Data-based instruction in begining writing: A manual. Department of Educational Psychology, University of Minnesota.

13.

National Academies of Sciences, Engineering, and Medicine. (2017). Promoting the educational success of children and youth learning English: Promising futures. The National Academies Press. https://doi.org/10.17226/24677

14.

Roseberry-McKibbin

Brice

(n.d.). Acquiring English as a second language: What’s “normal,” what’s not. http://www.asha.org/public/speech/development/easl/

15.

Salvia

Ysseldyke

Witmer

(2017). Assessment in special and inclusive education (13th ed.). Cengage Learning.

16.

Wagner

Smith

R. A

Allen

McMaster

Poch

Lembke

. (2018). Exploration of new complexity metrics for Curriculum-Based Measures of Writing. Assessment for Effective Intervention, 44(4), 256–266. https://doi.org/10.1177/1534508418773448

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.01 MB