Using correct word sequences to assess writing fluency in deaf learners.
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| Title: | Using correct word sequences to assess writing fluency in deaf learners. |
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| Authors: | Dostal, Hannah M1, Easterbrooks, Susan2 |
| Source: | Journal of Deaf Studies & Deaf Education. Oct2025, Vol. 30 Issue 4, p496-505. 10p. |
| Subject Terms: | *Deafness in children, *Handwriting, *Research methodology evaluation, *Education of the deaf, *School children, *Research methodology, *Predictive validity, *Inter-observer reliability, *Evaluation, Task performance, Secondary analysis, T-test (Statistics), Research evaluation, Multiple regression analysis, Descriptive statistics, Intraclass correlation, Data analysis software, Confidence intervals |
| Abstract: | While recent studies have highlighted promising deaf-centered instructional approaches and positive writing outcomes for deaf and hard of hearing (DHH) students, there remains a gap in research on the validity of writing fluency assessments for DHH learners. This study examines the reliability and validity of the Correct Word Sequences (CWS) task as a measure of written fluency in DHH first and second graders, comparing it to the Woodcock-Johnson III Writing Fluency subtest (WJ-III WF). A sample of 64 children participated, and multiple linear regression models were used to assess the relationship between CWS and WJ-III WF scores across fall and spring semesters. Findings suggest that CWS is a reliable and valid measure of writing fluency for young DHH writers, offering a potential alternative or complement to existing assessments. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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