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Writing Assessments

Writing Assessments. I nformal. Writing tied to language and reading. Work with your SLP. Physical process. Dysgraphia: difficulty in writing, or poor writing Poor motor control Visual-spatial difficulties: trouble processing what the eye sees

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Writing Assessments

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  1. Writing Assessments Informal

  2. Writing tied to language and reading Work with your SLP

  3. Physical process • Dysgraphia: difficulty in writing, or poor writing • Poor motor control • Visual-spatial difficulties: trouble processing what the eye sees • Language processing difficulty: trouble processing and making sense of what the ear hears

  4. Young Students • Letter formation • Name • Simple words

  5. Spelling • Scribble • Pre-phonetic • Semi-phonetic • Phonetic • Transitional (Orthographic-Morphological) • Conventional spelling

  6. Improving Writing • As reading improves so does writing • To improve writing you have to write • Non threatening • Reading responses • Free response and journal writing • Writing from pictures—a good place to start • Edit and improve writing

  7. Writing connected to reading • To get better at reading you read • To get better at writing you write • Free response as a formative measure of writing

  8. Free response, as a formative assessment • Read a selection aloud—stop and ask students to respond • Write a sentence or draw a picture (younger students) • Responses about content, character, or vocabulary • Responses may include: • What do you like or dislike about the text • Where does the selection take place? • How does it make you feel? • What do you predict will happen? • How does the character remind you of someone you know? • How does the text connect to you and your life? • Think, pair, share or turn to your neighbor • Reread your response to yourself • Group discussion • Still agree with your response? • No right or wrong answers

  9. CBM • (4 minutes) • 1 to think, 3 to write • Correct word sequences

  10. T- Units • T-unit: One main clause and any other clauses embedded in it or subordinated to it is a “minimal terminal unit.”

  11. Calculating T-Units • Mark each t-unit in a writing sample with a slash, count the words in each t-unit and find the average of the words in a t-unit

  12. Type token ratio for younger kids • Number of different words spoken in a language sample. (Norms for different age groups) • Used by SLPs.

  13. Type token ratio for older children • Easy method: Count number of words 7 letters or more in a sample and divide by the number of words in the sample. (Gives you a percentage.) • Harder method: number of different words divided by the total number of words. (Gives you a percentage.) • Gives a percentage of unique words used in a sample • It is a vocabulary measure

  14. Advanced Syntax • Morphology • Noun phrase elaboration • Verb phrase elaboration • Adverbial use • Complex sentence structure

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