Towards an understanding of dimensions, predictors, and gender gap in written composition (Record no. 160062)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01772nam a22002297a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20221104105820.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 221104b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | MSU |
| Transcribing agency | MSU |
| Description conventions | rda |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Kim, Young-Suk |
| Relator term | author |
| 245 ## - TITLE STATEMENT | |
| Title | Towards an understanding of dimensions, predictors, and gender gap in written composition |
| Statement of responsibility, etc. | created by Young-Suk Kim, Stephanie Al Otaiba, Jeanne Wanzek, and Brandy Gatlin |
| 336 ## - CONTENT TYPE | |
| Source | rdacontent |
| Content type term | text |
| Content type code | txt |
| 337 ## - MEDIA TYPE | |
| Source | rdamedia |
| Media type term | unmediated |
| Media type code | n |
| 338 ## - CARRIER TYPE | |
| Source | rdacarrier |
| Carrier type term | volume |
| Carrier type code | nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
| Volume/sequential designation | Volume , number , |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Dimensionality |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Writing Quality |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Writing Productivity |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Uniform Resource Identifier | doi: 10.1037/a0037210 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Library of Congress Classification |
| Koha item type | Journal Article |
| Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Serial Enumeration / chronology | Total Checkouts | Full call number | Date last seen | Copy number | Price effective from | Koha item type | Public note |
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| Library of Congress Classification | Main Library | Main Library | - Special Collections | 21/06/2016 | Vol 107. No.1.pages 79-95 | LB1051JOU | 04/11/2022 | SP25272 | 04/11/2022 | Journal Article | For Inhouse use only |