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Technical Features of Sentence-Level Writing Curriculum-Based Measures and Language Sample Analysis for Emergent Bilingual Elementary Students.

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Title: Technical Features of Sentence-Level Writing Curriculum-Based Measures and Language Sample Analysis for Emergent Bilingual Elementary Students.
Authors: Reno, Emily A.1 (AUTHOR) ereno@umd.edu, Choi, Seohyeon2 (AUTHOR), Price, Madeline3 (AUTHOR), Smith, Alex3 (AUTHOR)
Source: Assessment for Effective Intervention. Mar2026, Vol. 51 Issue 2, p84-95. 12p.
Subject Terms: *Curriculum-based assessment, *Bilingualism, *Test validity, *School children, *Syntax (Grammar), *Language ability testing, Data quality, Statistical reliability
Abstract: Technical quality of language sample analysis (LSA) metrics using sentence-level writing curriculum-based measures was examined with 73 U.S. emergent bilinguals (English learners) in Grades 1–3. Alternate-form reliability, criterion-related validity between LSA metrics with writing curriculum-based measure metrics, predictive validity between fall LSA scores and winter scores on a standardized English proficiency measure, discrimination among grades, and sensitivity to growth were evaluated. The LSA metric mean length of T-Unit in words showed technical quality using the mean of two forms in the fall for Grades 2 and 3, while a number of different words maintained technical quality in Grades 2 and 3 across seasons using individual and the mean of two forms. Discrimination among grades and sensitivity to growth evidence were weaker. [ABSTRACT FROM AUTHOR]
Copyright of Assessment for Effective Intervention is the property of Sage Publications Inc. 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.)
Database: Education Research Complete
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  Data: Technical Features of Sentence-Level Writing Curriculum-Based Measures and Language Sample Analysis for Emergent Bilingual Elementary Students.
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  Data: <searchLink fieldCode="JN" term="%22Assessment+for+Effective+Intervention%22">Assessment for Effective Intervention</searchLink>. Mar2026, Vol. 51 Issue 2, p84-95. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum-based+assessment%22">Curriculum-based assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Bilingualism%22">Bilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+validity%22">Test validity</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Syntax+%28Grammar%29%22">Syntax (Grammar)</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+ability+testing%22">Language ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Data+quality%22">Data quality</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+reliability%22">Statistical reliability</searchLink>
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  Data: Technical quality of language sample analysis (LSA) metrics using sentence-level writing curriculum-based measures was examined with 73 U.S. emergent bilinguals (English learners) in Grades 1–3. Alternate-form reliability, criterion-related validity between LSA metrics with writing curriculum-based measure metrics, predictive validity between fall LSA scores and winter scores on a standardized English proficiency measure, discrimination among grades, and sensitivity to growth were evaluated. The LSA metric mean length of T-Unit in words showed technical quality using the mean of two forms in the fall for Grades 2 and 3, while a number of different words maintained technical quality in Grades 2 and 3 across seasons using individual and the mean of two forms. Discrimination among grades and sensitivity to growth evidence were weaker. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment for Effective Intervention is the property of Sage Publications Inc. 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191455800
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        Value: 10.1177/15345084251396511
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        Text: English
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      – SubjectFull: Bilingualism
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      – SubjectFull: Test validity
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      – SubjectFull: School children
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      – SubjectFull: Language ability testing
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      – TitleFull: Technical Features of Sentence-Level Writing Curriculum-Based Measures and Language Sample Analysis for Emergent Bilingual Elementary Students.
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              Text: Mar2026
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