Early Childhood Education Journal ( IF 2.3 ) Pub Date : 2024-12-02 , DOI: 10.1007/s10643-024-01810-w Hope K. Gerde, Gary E. Bingham, Ryan P. Bowles
Early writing is an important early literacy skill related to later reading and writing development. Writing assessment and instruction, however, tends to focus on just part of early writing development, transcription (i.e., handwriting and spelling), whereas composing (i.e., text generation) is an essential component of early and later writing. In fact, several assessments of early writing do not include items that elicit composing and others provide composing items that are too challenging for early writers, yielding floor effects. This study provides evidence for a new approach for eliciting and scoring both transcription and composing from preschool age children. Study 1 provides evidence that within a structured and contextualized assessment in which children compose their own messages, young children can demonstrate transcription skills aligning with the skills they demonstrate on traditional writing assessments (e.g., letter and word writing). Study 2 provides evidence that the structured and contextualized assessment can elicit and score children’s transcription and composing skills such as relevance to the theme, idea generation, genre features, verbal-text match. These two studies provide evidence of item functioning for both transcription and composing items important for research and instructional practice.
中文翻译:
为幼儿设计作文的特征
早期写作是一项重要的早期识字技能,与以后的阅读和写作发展有关。然而,写作评估和指导往往只关注早期写作发展的一部分,即转录(即手写和拼写),而作曲(即文本生成)是早期和晚期写作的重要组成部分。事实上,一些对早期写作的评估不包括引发作曲的项目,而其他评估提供的作曲项目对早期作家来说太具有挑战性,从而产生地板效应。这项研究为一种从学龄前儿童中获取和评分转录和作曲的新方法提供了证据。研究 1 提供的证据表明,在儿童撰写自己的信息的结构化和情境化评估中,幼儿可以展示与他们在传统写作评估(例如,字母和单词写作)中展示的技能相一致的转录技能。研究 2 提供了证据表明,结构化和情境化评估可以引出儿童的转录和作曲技能并对其进行评分,例如与主题的相关性、想法的产生、体裁特征、动文本匹配。这两项研究提供了证据,证明转录和组合项目对研究和教学实践很重要。