000			01772nam a22002297a 4500
003			ZW-GwMSU
005			20221104105820.0
008			221104b |||||||| |||| 00| 0 eng d
040			_aMSU _cMSU _erda
100			_aKim, Young-Suk _eauthor
245			_aTowards an understanding of dimensions, predictors, and gender gap in written composition _ccreated by Young-Suk Kim, Stephanie Al Otaiba, Jeanne Wanzek, and Brandy Gatlin
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_vVolume , number ,
520			_aWe 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			_a Dimensionality
650			_aWriting Quality
650			_aWriting Productivity
856			_udoi: 10.1037/a0037210
942			_2lcc _cJA
999			_c160062 _d160062