PURPOSE Picture-word writing curriculum-based measures (PW CBM-Ws) are technically sound, formative measures of descriptive, sentence-level writing but cannot estimate underlying linguistic skills. The purpose of this exploratory alternative scoring investigation was to apply metrics from language sample analysis (LSA) to PW CBM-Ws as a complementary measure of underlying language skills in beginning writers' sentence-level writing. METHOD LSA metrics were applied to 104 typically developing first through third graders' PW CBM-W samples across fall and spring semesters. Factorial analyses of variance with post hoc Bonferroni pairwise comparisons were applied after obtaining alternate-form reliability and criterion-related validity estimates. RESULTS Analyses revealed reliable discrimination between grades and significant growth between fall and spring semesters for three LSA metrics: mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words. While mean length of T-unit in words and morphemes demonstrated evidence of discrimination and growth in first grade only, number of different words showed evidence of reliable discrimination and growth in first and third grades. CONCLUSIONS Mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words showed evidence of adequate criterion-related validity, discrimination among grades, and sensitivity to growth when calculated using PW CBM-W samples to gauge underlying linguistic skills in first- and third-grade students. Implications and future directions for research are discussed. SUPPLEMENTAL MATERIAL https://doi.org/10.23641/asha.25050290.

中文翻译：

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衡量句子级写作课程中的语言发展：探索补充评分方法。


目的 基于图画文字写作课程的测量 (PW CBM-Ws) 是技术上合理的、描述性句子级写作的形成性测量，但无法评估潜在的语言技能。这项探索性替代评分调查的目的是将语言样本分析 (LSA) 的指标应用于 PW CBM-W，作为初级作家句子级写作中基础语言技能的补充衡量标准。方法 LSA 指标适用于秋季和春季学期的 104 名一年级至三年级学生的 PW CBM-W 样本。在获得替代形式的可靠性和标准相关的有效性估计后，应用事后 Bonferroni 成对比较进行方差分析。结果分析显示，成绩之间存在可靠的区分，并且秋季和春季学期之间三个 LSA 指标的显着增长：单词中 T 单元的平均长度、语素中 T 单元的平均长度以及不同单词的数量。虽然单词和语素中 T 单元的平均长度仅在一年级表现出歧视和增长的证据，但不同单词的数量在一年级和三年级表现出可靠的歧视和增长的证据。结论 当使用 PW CBM-W 样本计算时，单词中 T 单元的平均长度、语素中 T 单元的平均长度以及不同单词的数量显示出足够的标准相关有效性、年级之间的区分度以及对增长的敏感性的证据。衡量一年级和三年级学生的基础语言技能。讨论了研究的意义和未来方向。补充材料 https://doi.org/10.23641/asha.25050290。