Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 3 |
| Since 2006 (last 20 years) | 6 |
Descriptor
| Elementary School Students | 6 |
| Grade 3 | 5 |
| Writing (Composition) | 5 |
| Writing Evaluation | 5 |
| Writing Skills | 5 |
| Curriculum Based Assessment | 3 |
| Grade 2 | 3 |
| Handwriting | 3 |
| Oral Language | 3 |
| Spelling | 3 |
| Accuracy | 2 |
| More ▼ | |
Author
| Wanzek, Jeanne | 6 |
| Al Otaiba, Stephanie | 5 |
| Gatlin, Brandy | 5 |
| Kim, Young-Suk Grace | 3 |
| Kim, Young-Suk | 2 |
| Schatschneider, Christopher | 2 |
| Roberts, Greg | 1 |
| Scammacca, Nancy | 1 |
| Torgesen, Joseph K. | 1 |
| Vaughn, Sharon | 1 |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Education | 6 |
| Grade 3 | 6 |
| Primary Education | 6 |
| Early Childhood Education | 5 |
| Grade 2 | 4 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Grade 1 | 1 |
| Kindergarten | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Oral and Written Language… | 3 |
| Wechsler Individual… | 3 |
| Woodcock Johnson Tests of… | 3 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkKim, Young-Suk Grace; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie – Reading and Writing: An Interdisciplinary Journal, 2017
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written…
Descriptors: Writing Evaluation, Elementary School Students, Grade 3, Grade 4
Download full textKim, Young-Suk Grace; Schatschneider, Christopher; Wanzek, Jeanne; Gatlin, Brandy; Al Otaiba, Stephanie – Grantee Submission, 2017
We examined how raters and tasks influence measurement error in writing evaluation and how many raters and tasks are needed to reach a desirable level of 0.90 and 0.80 reliabilities for children in Grades 3 and 4. A total of 211 children (102 boys) were administered three tasks in narrative and expository genres, respectively, and their written…
Descriptors: Writing Evaluation, Elementary School Students, Grade 3, Grade 4
Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie; Wanzek, Jeanne – Grantee Submission, 2018
We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We…
Descriptors: Grade 2, Grade 3, Elementary School Students, Case Studies
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
Scammacca, Nancy; Vaughn, Sharon; Roberts, Greg; Wanzek, Jeanne; Torgesen, Joseph K. – Center on Instruction, 2007
The report summarizes relevant high-quality research studies and synthesizes their findings to determine the relative effectiveness of interventions for struggling early readers. Additionally, the authors outline the implications of these findings for practice. Specific suggestions for implementing the findings are discussed in detail beginning on…
Descriptors: Reading Difficulties, Comprehension, Early Intervention, Independent Reading
