Assessment of planning, translating, and revising in junior high writers

被引：89

作者：

Berninger, V ^{[1
]}

Whitaker, D ^{[1
]}

Feng, Y ^{[1
]}

Swanson, HL ^{[1
]}

Abbott, RD ^{[1
]}

机构：

[1] UNIV CALIF RIVERSIDE,RIVERSIDE,CA 92521

来源：

JOURNAL OF SCHOOL PSYCHOLOGY | 1996年 / 34卷 / 01期

关键词：

writing assessment; writing processes; writing; gender differences; writing interventions;

D O I：

10.1016/0022-4405(95)00024-0

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This article serves three functions: (a) to provide school psychologists with an overview of what is currently known about the cognitive skills in writing, (b) to report the results of a theory-driven experiment that yielded means and standard deviations for planning, translating, and reviewing/revising which school psychologists could use in group screening or individual psychoeducational assessment, and (c) to review the literature on interventions for deficits in cognitive processes related to writing. The importance of using gender norms in writing assessment is emphasized. Significant gender differences were found in planning, translating, and revising, but they disappeared for quality of translating and revising at the text level when number of words, an index of compositional fluency, was used as a covariate. Boys were inferior to girls in compositional fluency (rate of producing text) hut not compositional quality (based on content and text organization).

引用

页码：23 / 52

页数：30

共 59 条

[1] STRUCTURAL EQUATION MODELING OF RELATIONSHIPS AMONG DEVELOPMENTAL SKILLS AND WRITING SKILLS IN PRIMARY-GRADE AND INTERMEDIATE-GRADE WRITERS [J].