View in EDS

Assessing deaf children's writing in primary school: grammar and story development.

Saved in:
Bibliographic Details
Title: Assessing deaf children's writing in primary school: grammar and story development.
Authors: Burman D (AUTHOR), Evans D (AUTHOR), Nunes T (AUTHOR), Bell D (AUTHOR)
Source: Deafness & Education International. 2008, Vol. 10 Issue 2, p93-110. 18p.
Abstract: Assessment is essential for designing individualized educational plans (IEPs) for children. In order to contribute effectively to this process, assessments must be appropriate for the group, show neither fl oor nor ceiling effects, and help teachers formulate specifi c aims. Different attempts to develop such assessments for the writing of deaf primary school children have shown fl oor effects. This paper reports the validation of an analytic instrument aimed at assessing deaf primary school children's writing and at contributing to the design of IEPs. Participants (N = 167) were deaf children in the age range 6y6m to 13y11m, who were attending special schools or mainstream schools with units for the deaf; orally educated deaf children fully integrated in mainstream schools were not included. The writing samples were elicited by means of a story picture sequence. The dimensions of analysis included 16 items related to aspects of grammar and story development. A single and reliable scale was formed by these items, generating one score with a normal distribution. High inter-judge reliability, high test-retest correlation and a high correlation with reading comprehension were observed. We conclude that the assessment is a useful, reliable and valid instrument for analysis of deaf children's writing. Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
Copyright of Deafness & Education International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
URL: 33191407
Database: Education Research Complete
FullText Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 105681569
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Assessing deaf children's writing in primary school: grammar and story development.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Burman+D%22">Burman D</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Evans+D%22">Evans D</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nunes+T%22">Nunes T</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bell+D%22">Bell D</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Deafness+%26+Education+International%22">Deafness & Education International</searchLink>. 2008, Vol. 10 Issue 2, p93-110. 18p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Assessment is essential for designing individualized educational plans (IEPs) for children. In order to contribute effectively to this process, assessments must be appropriate for the group, show neither fl oor nor ceiling effects, and help teachers formulate specifi c aims. Different attempts to develop such assessments for the writing of deaf primary school children have shown fl oor effects. This paper reports the validation of an analytic instrument aimed at assessing deaf primary school children's writing and at contributing to the design of IEPs. Participants (N = 167) were deaf children in the age range 6y6m to 13y11m, who were attending special schools or mainstream schools with units for the deaf; orally educated deaf children fully integrated in mainstream schools were not included. The writing samples were elicited by means of a story picture sequence. The dimensions of analysis included 16 items related to aspects of grammar and story development. A single and reliable scale was formed by these items, generating one score with a normal distribution. High inter-judge reliability, high test-retest correlation and a high correlation with reading comprehension were observed. We conclude that the assessment is a useful, reliable and valid instrument for analysis of deaf children's writing. Copyright © 2008 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Deafness & Education International is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
– Name: URL
  Label: URL
  Group: URL
  Data: <link linkTarget="URL" linkTerm="33191407" linkWindow="_blank">33191407</link>
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=105681569
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1179/146431508790559814
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 93
    Titles:
      – TitleFull: Assessing deaf children's writing in primary school: grammar and story development.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Burman D
      – PersonEntity:
          Name:
            NameFull: Evans D
      – PersonEntity:
          Name:
            NameFull: Nunes T
      – PersonEntity:
          Name:
            NameFull: Bell D
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Text: 2008
              Type: published
              Y: 2008
          Identifiers:
            – Type: issn-print
              Value: 14643154
          Numbering:
            – Type: volume
              Value: 10
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Deafness & Education International
              Type: main
ResultId 1