| 1. |
- Graham, Steve, et al.
(författare)
-
Credibly assessing writing transcription skills. Application of Generalizability Theory
- 2023
-
Ingår i: Yanyan Ye, Tomohiro Inoue, Urs Maurer, Catherine McBride (eds.), Routledge International Handbook of Visual-motor skills, Handwriting, and Spelling: Theory, Research, and Practice. - London : Routledge. - 9781032255743 ; , s. 177-193
-
Bokkapitel (refereegranskat)abstract
- This study used generalizability theory to examine the reliability of three transcription measures: handwriting fluency assessed with a copying task and handwriting legibility and spelling assessed with rating scales. A reliable estimate of handwriting fluency at grade one and two can be obtained with a single copying task and rater. Multiple raters and composition tasks in grades one and two are needed to obtain reliable estimates of handwriting legibility and spelling based on rating scales.
|
|
| 2. |
- Graham, Steve, et al.
(författare)
-
Teaching writing during the COVID‑19 pandemic in the 2021–2022 school year
- 2023
-
Ingår i: Reading and writing. - 0922-4777.
-
Tidskriftsartikel (refereegranskat)abstract
- This study examined if in-class, online, and hybrid (in-class and on-line) instruction provided to middle and high school students in the U.S. differed during the third school year of the COVID-19 pandemic. It also provided a description of how writing was taught to secondary students. Thirty-eight middle and high school teachers (32 female, 6 male), who mostly taught languages arts (84%), were asked to complete a survey each day during the 2020/2021 school year for a single class that best represented how they taught writing. The survey included questions about mode of instruction (in-class at school, online, and hybrid), whether writing or writing instruction was provided that day, and if so, whether 11 specific writing activities occurred. Teachers completed 2676 surveys, and their responses indicated there was only one statistically detectable difference between in-class, online, and hybrid lessons in terms of the proportion of lessons that included each of the targeted writing activities or the time devoted to them. The only difference involved creating digital written products, which occurred more often in hybrid lessons than at school in-class lessons, but not more often in online lessons One significant finding across all reported lessons was that teachers devoted little time to teaching writing. Writing and writing instruction did not occur in close to one-third of all lessons; teachers typically included only one writing activity in a lesson; and an average of just 19 min a lesson was devoted to the targeted writing activities.
|
|
| 3. |
- Skar, Gustaf Bernhard Uno, 1982, et al.
(författare)
-
A longitudinal intervention study of the effects of increasing amount of meaningful writing across grades 1 and 2
- 2023
-
Ingår i: Reading and writing. - 0922-4777.
-
Tidskriftsartikel (refereegranskat)abstract
- The current study examined the effectiveness of a writing is caught approach with young developing writers in Norway. This method is based on the premise that writing competence is acquired naturally through real use in meaningful contexts. Our longitudinal randomized control trial study tested this proposition by examining if increasing first grade students’ opportunities to write in various genres for different purposes and for a range of audiences over a two-year time period improved the quality of their writing, handwriting fluency, and attitude towards writing. The study included data from 942 students (50.1% girls) in 26 schools randomly assigned to the experimental treatment, and 743 students (50.6% girls) in 25 schools randomly assigned to the business-as-usual (BAU) control condition. Across Grades 1 and 2, experimental teachers were asked to supplement their typical writing instruction by implementing 40 writing activities designed to increase students’ purposeful writing. Increasing experimental students’ writing over the two-year period did not result in statistically detectable differences in the writing quality, handwriting fluency, and attitude towards writing of students in the experimental and BAU control conditions. These findings did not provide support for the effectiveness of the writing is caught approach. Implications for theory, research, and practiced are discussed.
|
|
| 4. |
- Skar, Gustaf Bernhard Uno, 1982, et al.
(författare)
-
The Long-Term Effects of the COVID-19 Pandemic on Children’s Writing: a Follow-up Replication Study
- 2023
-
Ingår i: Educational Psychology Review. - : Springer Science and Business Media LLC. - 1040-726X .- 1573-336X. ; 35, s. 1-24
-
Tidskriftsartikel (refereegranskat)abstract
- The COVID-19 pandemic and the move by governments worldwide to cancel inclass instruction and move to emergency remote instruction in March and April of 2020 created an unprecedented disruption in children’s education. As the COVID-19 pandemic took form and continued to impact education in the following 2020/2021 academic year, multiple concerns were raised about possible negative efects on students’ learning. The current longitudinal replication study examined this proposition for second-grade students in Norway. In a previous investigation (Skar et al. Journal of Educational Psychology 114:1553–1566, 2022), we found that scores for quality of writing, handwriting fuency, and attitude toward writing of frst-grade children tested immediately after emergency remote instruction ended in the Spring of 2020 (During COVID-19 cohort) were lower than the scores of frst-grade students from the same schools tested a year earlier before the start of the pandemic (Before COVID19 cohort). In the present study, we compared the scores for the During COVID-19 cohort (333 girls, 308 boys) on these same writing measures 1 year later at the end of second grade to a During COVID-19 cohort of second-graders (888 girls, 780 boys) from the same schools tested 2 years earlier before the start of the pandemic. The initial negative impact of the COVID-19 pandemic on frst-grade students’ writing observed by Skar et al. (Journal of Educational Psychology 114:1553–1566, 2022) was no longer evident 1 year later at the end of second grade in the current study.
|
|
