Return to References: Composition factor page.
Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
CBAL Writing Assessments: (Deane et al., 2011): In this computer-based assessment, students are given a genre-specific writing task and realistic scenarios with corresponding texts to evaluate.
Performance Assessments: (McCurdy et. al, 2018): Students complete an argumentative writing task in which they evaluate an argument after listening to or reading a text.
Beers, S. F., & Nagy, W. E. (2007). Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre?. Reading and Writing, 22(2), 185–200.
Berninger, V., Abbott, R., Cook, C. R., & Nagy, W. (2017). Relationships of attention and executive functions to oral language, reading, and writing skills and systems in middle childhood and early adolescence. Journal of Learning Disabilities, 50(4), 434-449.
Biotteau, M., Danna, J., Baudou, É., Puyjarinet, F., Velay, J. L., Albaret, J. M., & Chaix, Y. (2019). Developmental coordination disorder and dysgraphia: Signs and symptoms, diagnosis, and rehabilitation. Neuropsychiatric Disease and Treatment, 15, 1873.
Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. Journal of Genetic Psychology, 174(5), 514–533.
Deane, P., Fowles, M., Baldwin, D., Persky, H. (2011). The CBAL summative writing assessment: A draft eighth-grade design. Research Report. ETS RM-11-01. ETS Research Report Series.
De La Paz, S., & Graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687–698.
Duin, A. H., & Graves, M. F. (1987). Intensive vocabulary instruction as a prewriting technique. Reading Research Quarterly, 22(3), 311-330.
Floyd, R. G., McGrew, K. S., & Evans, J. J. (2008). The relative contributions of the Cattell‐Horn‐Carroll cognitive abilities in explaining writing achievement during childhood and adolescence. Psychology in the Schools, 45(2), 132-144.
Geers, A. E., & Hayes, H. (2011). Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience. Ear and Hearing, 32(1), 49S.
Graham, S., Gillespie, A., & McKeown, D. (2012). Writing: Importance, development, and instruction. Reading and Writing: An Interdisciplinary Journal, 26(1), 1–15.
Graham, S., Perin, D., Alliance for Excellent Education, & Carnegie Corporation of New York. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. A report to Carnegie Corporation of New York. Alliance for Excellent Education.
Graham, S., & Perrin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476.
Hoskyn, M., & Swanson, H. L. (2003). The relationship between working memory and writing in younger and older adults. Reading and Writing, 16(8), 759-784.
Jones, S. (2014). From ideas in the head to words on the page: young adolescents' reflections on their own writing processes. Language and Education, 28(1), 52–67.
Kellogg, R. T. (2008). Training writing skills: A cognitive development perspective. Journal of Writing Research, (1), 1 - 26.
Kingir, S. (2013). Using non-traditional writing as a tool in learning chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101–114.
Kliewer, W., Lepore, S. J., Farrell, A. D., Allison, K. W., Meyer, A. L., Sullivan, T. N., & Greene, A. Y. (2011). A school-based expressive writing intervention for at-risk urban adolescents' aggressive behavior and emotional lability. Journal of Clinical Child & Adolescent Psychology, 40(5), 693-705.
Lee, C.D., & Spratley, A. (2010). Reading in the disciplines: The challenges of adolescent literacy. New York, NY: Carnegie Corporation of New York.
Lewis, C., & Del Valle, A. (2009). Literacy and identity. Handbook of adolescent literacy research, 307-322.
Martin, C. L. (2015). Writing as a tool to demonstrate mathematical understanding. School Science and Mathematics, 115(6), 302–313.
McCurdy, K., Reagan, E. M., Rogers, A., & Schram, T. (2018). Integrating performance assessments across a PK-20 continuum: A locally developed collaboration. Education Policy Analysis Archives, 26, 14.
Muhammad, G. E. (2012). Creating spaces for Black adolescent girls to “write it out!”. Journal of Adolescent & Adult Literacy, 56(3), 203-211.
Nippold, M. A., & Ward-Lonergan, J. M. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238-248.
Pajares, F., Johnson, M., & Usher, E. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42(1), 104-120.
Puranik, C. S., Lombardino, L. J., & Altmann, L. J. (2007). Writing through retellings: An exploratory study of language-impaired and dyslexic populations. Reading and Writing, 20(3), 251-272.
Reynolds, D. W. (2005). Linguistic correlates of second language literacy development: Evidence from middle-grade learner essays. Journal of Second Language Writing, 14(1), 19-45.
Schultz, K., Hull, G., & Higgs, J. (2016). After writing, after school. Handbook of Writing Research, 102-115.
Silvia, P. J., & Beaty, R. E. (2012). Making creative metaphors: The importance of fluid intelligence for creative thought. Intelligence, 40(4), 343–351.
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