Identifier

etd-07032009-143701

Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

The purpose of the current investigation was to determine which curriculum-based measures of written expression demonstrated adequate technical characteristics and provided useful information towards predicting performance on a state-standardized assessment. Data collected from 124 third grade students was used for the study. Curriculum-based measures of reading and writing collected three times within the school year were utilized as the independent variables for predicting the dependent variables. Writing samples were scored using 9 indices of writing. Results from a state standardized assessment (iLEAP) were used as the dependent variables. The study found reliability coefficients for writing indices to be consistent with previous investigations. Principle components analysis revealed a consistent three component solution for the writing indices across benchmark periods. Regression analyses revealed percent correct word sequences, fall words spelled correctly, and winter complete sentences to be significant predictors; however, only fall words spelled correctly and winter complete sentences contributed to fall oral reading fluency for predicting the passing status of students.

Date

2009

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

George Noell

Included in

Psychology Commons

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