Wood Carla, Schatschneider Christopher, Hart Sara
Bio: Dr. Carla Wood is an Associate Professor in the School of Communication Science and Disorders at Florida State University. Her research and teaching efforts focus on child language and literacy development and disorders.
Bio: Dr. Christopher Schatschneider is a Professor of Psychology at Florida State University and is Associate Director of the Florida Center for Reading Research. He is a methodologist and is interested in how children learn to read.
J Child Lang Acquis Dev. 2017 Jun;5(2):127-144. Epub 2017 Jun 30.
This project aimed to describe selected micro structural aspects of written narratives of school age children and examine the relationship between narrative measures and performance on standardized assessments. Investigators utilized written personal narratives of 907 children in 1st-8 grade. Children's responses were described in terms of lexical diversity, productivity, and accuracy (grammatical, spelling, and conventions) by grade. The relationship between written narrative measures and performance on statewide assessments was analyzed through correlational and regression analyses. Findings demonstrated an upward trend in lexical measures across grades and a decrease in the proportion of errors. Children's performance on written language sample measures were significantly correlated to performance on standardized language and literacy assessments. The proportion of errors in written samples appeared to explain more unique variance than lexical measures. Findings substantiate that lexical measures and accuracy of written narrative measures are educationally relevant tools in first through eighth grade for predicting performance on standardized statewide language and literacy assessments. Results provide additional resources for educators on expected distribution of performance of school age children on written narrative measures. Findings further affirm the construct validity of using written narrative sample measures as a developmental index of language acquisition.
本项目旨在描述学龄儿童书面叙述的特定微观结构方面，并考察叙述指标与标准化评估成绩之间的关系。研究人员使用了1至8年级907名儿童的书面个人叙述。按年级对儿童的回答在词汇多样性、产出率和准确性（语法、拼写和惯用法）方面进行了描述。通过相关性分析和回归分析，分析了书面叙述指标与全州评估成绩之间的关系。研究结果表明，各年级的词汇指标呈上升趋势，错误比例下降。儿童在书面语言样本指标上的表现与标准化语言和读写能力评估的成绩显著相关。书面样本中的错误比例似乎比词汇指标能解释更多独特的方差。研究结果证实，词汇指标和书面叙述指标的准确性是一至八年级用于预测全州标准化语言和读写能力评估成绩的具有教育相关性的工具。研究结果为教育工作者提供了关于学龄儿童书面叙述指标预期表现分布的更多资源。研究结果进一步证实了将书面叙述样本指标用作语言习得发展指标的结构效度。
