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- Title
An examination of the criterion validity and sensitivity to brief intervention of alternate curriculum-based measures of writing skill.
- Authors
Gansle, Kristin A.; Noell, George H.; Vanderheyden, Amanda M.; Slider, Natalie J.; Hoffpauir, Leila D.; Whitmarsh, Ernest L.; Naquin, Gale M.
- Abstract
Curriculum-based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson-Revised and curriculum-based measures of writing has not been evaluated. This study investigated the relationship between the Woodcock Johnson-Revised Writing Samples subtest and alternate curriculum-based measures of written expression. In addition, the sensitivity of the measures to the effects of a short group writing intervention was assessed. Forty-five third and fourth graders participated in an intervention that consisted of brainstorming ideas, presenting those ideas on a dry-erase board, and writing a complete sentence on paper with writing quality feedback before completing a CBM (curriculum-based measurement) writing passage. Numbers of words written as well as five alternate measures of writing samples were used to assess the effects of the intervention. The intervention had a positive effect on total words written. Total punctuation marks, simple sentences, and words in complete sentences emerged as the best predictors of the Woodcock Johnson-Revised Writing Samples subtest scores in regression analyses. The implications of the analyses, limitations of the study, and directions for future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 291–300, 2004.
- Subjects
CURRICULUM-based assessment; SCHOOL psychology; CURRICULUM; APPLIED psychology; REGRESSION analysis; GROUP relations training
- Publication
Psychology in the Schools, 2004, Vol 41, Issue 3, p291
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.10166