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Direct linkKim, Young-Suk; Graham, Steve – Grantee Submission, 2021
Within the context of the Direct and Indirect Effects Model of Writing (Kim & Park, 2019), we examined a dynamic relations hypothesis, which contends that the relations of component skills, including reading comprehension, to written composition vary as a function of dimensions of written composition. Specifically, we investigated (a) whether…
Descriptors: Writing (Composition), Thinking Skills, Reading Comprehension, Oral Language
Kim, Young-Suk; Al Otaiba, Stephanie; Folsom, Jessica S.; Greulich, Luana; Puranik, Cynthia – Grantee Submission, 2014
Purpose: This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method: A large…
Descriptors: Elementary School Students, Grade 1, Writing (Composition), Oral Language
Kim, Young-Suk; Al Otaiba, Stephanie; Folsom, Jessica S.; Greulich, Luana; Puranik, Cynthia – Journal of Speech, Language, and Hearing Research, 2014
Purpose: This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures. It further examined unique relations of oral language and literacy skills to the identified dimensions of written composition. Method: A large…
Descriptors: Elementary School Students, Grade 1, Writing (Composition), Oral Language
Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Journal of Educational Psychology, 2015
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…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring
Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy – Grantee Submission, 2015
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…
Descriptors: Writing (Composition), Gender Differences, Curriculum Based Assessment, Scoring
