Assessment of planning, translating, and revising in junior high writers
Assessment of planning, translating, and revising in junior high writers
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DOI：
10.1016/0022-4405(95)00024-0
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发表时间：
1996-03-01
影响因子：
5
通讯作者：
Abbott, RD
中科院分区：
文献类型：
--
作者：
Berninger, V;Whitaker, D;Abbott, RD
本条有三个作用：（a）向学校心理学家提供目前已知的关于写作认知技能的概述，（B）报告一项理论驱动的实验的结果，该实验产生了学校心理学家可用于小组筛选或个人心理教育评估的规划、翻译和审查/修订的方法和标准偏差，以及（c）回顾与写作相关的认知过程缺陷干预的文献。强调了在写作评估中使用性别规范的重要性。在计划，翻译和修改，发现显着的性别差异，但他们消失的翻译和修改的质量在文本水平时，字数，组成流畅性的指标，被用作协变量。男生在作文流畅性（文本产出率）方面不如女生，但在作文质量（基于内容和文本组织）方面则没有显著差异。
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).