Reading-to-Writing Mediation model of higher-order literacy.

Introduction: Writing difficulties frequently manifest comorbidly with reading challenges, and reading is implicated in particular acts of writing, such as reviewing and editing. Despite what is known, however, there remain significant barriers to understanding the nature of reading-writing relations, as few studies are comprehensive in the number and types of literacy skills evaluated. This study consists of a secondary data analysis of two studies employing structural equation modeling (SEM) to evaluate relations among reading and writing components skills independently, using the Direct and Inferential Mediation Model (DIME) of reading comprehension and Not-so-Simple View of Writing (NSVW) as theoretical frameworks. Methods: We examine relations between reading and writing components from these models with a sample of upper elementary students with/at-risk for learning disabilities (n = 405). Lower-order components included word reading, vocabulary, handwriting and spelling. Higher-order components included background knowledge, reading strategies, inferencing, planning, editing, and revision. The literacy outcomes were oral and silent reading fluency, reading comprehension, and writing quality and productivity. We systematically build a Reading-to-Writing Mediation (RWM) model by first merging the DIME and NSVW components in a direct effects model (Aim 1), expanding the joint model to include reading and writing fluency (Aim 2), evaluating indirect effects between DIME and NSVW component skills (Aim 3), and finally, evaluating indirect effects with reading and writing fluency (Aim 4). Results: The findings suggest that higher order fluency and comprehension skills are differentially related to writing activities and products. Discussion: The pattern of results helps elucidate the mechanisms of how various reading and writing skills transfer and relate. The results have implications for targeted and implicit instruction in multicomponent interventions and the use of screeners to identify areas of risk.

Contributions of attentional control, hyperactivity-impulsivity, and reading skills to performance on a fourth-grade state writing test.

Writing proficiency facilitates higher achievement in educational and professional endeavors, yet most students fail to meet national writing benchmarks by the end of high school. Attentional control and overall reading skill are documented to result in better writing quality; however, most research on these relationships has focused on early elementary students (K-3rd grade. This project evaluated the relationship between attentional control, hyperactivity-impulsivity, word reading, and reading comprehension to overall writing performance on a high-stakes writing test. Participants included 266 fourth-grade struggling readers who completed the Strengths and Weaknesses of ADHD Symptoms and Normal Behavior (SWAN; Swanson et al., 2001, 2012) for attentional control and hyperactivity-impulsivity, the Woodcock-Johnson III (WJ-III; Woodcock et al., 2001) Letter-Word Identification test for word reading, the WJ-III Passage Comprehension test for reading comprehension, and the State of Texas Assessments of Academic Readiness (STAAR) writing test for overall writing. Hyperactivity-impulsivity was not related to word reading (ß = 0.02, p > .05), reading comprehension (ß = 0.06, p > .05), or writing (ß = 0.14, p > .05), whereas attentional control (ß = 0.51, p < .01) and reading comprehension (ß = 0.55, p < .001) contributed to overall writing. Reading comprehension (ß = 0.55, p < .01) had a greater impact on writing than word reading (ß = 0.13, p > .05), which suggests that as academic rigor increases in the upper elementary school grades (4th grade and higher), basic skills are less predictive of success on complex tasks such as writing. Implications for increasing writing proficiency through research and practice are discussed.

Implications of bias in automated writing quality scores for fair and equitable assessment decisions.

Recent advances in automated writing evaluation have enabled educators to use automated writing quality scores to improve assessment feasibility. However, there has been limited investigation of bias for automated writing quality scores with students from diverse racial or ethnic backgrounds. The use of biased scores could contribute to implementing unfair practices with negative consequences on student learning. The goal of this study was to investigate score bias of writeAlizer, a free and open-source automated writing evaluation program. For 421 students in Grades 4 and 7 who completed a state writing exam that included composition and multiple choice revising and editing questions, writeAlizer was used to generate automated writing quality scores for the composition section. Then, we used multiple regression models to investigate whether writeAlizer scores demonstrated differential predictions of the composition and overall scores on the state-mandated writing exam for students from different racial or ethnic groups. No evidence of bias for automated scores was observed. However, after controlling for automated scores in Grade 4, we found statistically significant group differences in regression models predicting overall state test scores 3 years later but not the essay composition scores. We hypothesize that the multiple choice revising and editing sections, rather than the scoring approach used for the essay portion, introduced construct-irrelevant variance and might lead to differential performance among groups. Implications for assessment development and score use are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A cross-cultural comparison of a measure of parent perceptions among families of children with autism in Vietnam.

LAY ABSTRACT: Raising an autistic child can affect many aspects of families' lives. Parents are responsible for many decisions, from initiating evaluation to selecting and implementing treatments. How parents conceptualize the course and nature of their child's diagnosis influences these processes and parents' own well-being. Parents' perceptions about their children's autism are also affected by cultural contexts and understanding of autism. The Illness Perception Questionnaire-Revised (IPQ-R) is widely used to study cognitions in chronic health research and has been adapted and validated to measure parents' perceptions and beliefs about their children's ASD (IPQ-R-ASD). However, such studies are mostly conducted in high-income countries (HICs) with western, individualistic cultural values (e.g. United States, Canada). Therefore, it is unclear whether the IPQ-R-ASD is a useful instrument in understanding parents' perceptions of autism in Vietnam, a lower- and middle-income country (LMIC) with collectivistic Asian cultural values. These differences suggest that parents in Vietnam may have cognitive representations of their children's autism that differ from those of parents living in HIC, western countries. The purpose of this study was to examine the usability of the translated Vietnamese IPQ-R-ASD that may, ultimately, help explore Vietnamese parents' autism perceptions. While the study's result indicated the usability of the translated measure in Vietnam, when interpreted with Vietnamese norms, results also highlighted notable differences between Vietnamese and North American parents' perceptions of autism that warrant further research.

The Not-So-Simple View of Writing in Struggling Readers/Writers.

Research suggests that executive function, motivation, transcription, and composition processes are implicated in the writing quality and productivity of children with and without learning difficulties. However, numerous components embedded within these constructs create both conceptual and empirical challenges to the study of written expression. These challenges are reflected in the writing research by way of poor delineation of constructs and insufficient distinction among domain general resources (e.g. working memory) versus processes related to the academic domain of writing (e.g. pre-planning), as well as among lower- (e.g. handwriting) and higher-order (e.g. editing) writing-specific processes. The current study utilizes the Not-so-Simple View of Writing (NSVW) as an organizing framework for examining the relations among multiple components, correlates, and attributes of writing in a sample of struggling readers/writers (n = 402) in grades 3-5. Data were collected on measures of (a) handwriting, spelling, planning, revision, and editing, derived from the Test of Oral Written Language (TOWL-4), (b) executive function derived from the NIH Examiner, and (c) motivation/self-efficacy derived from the Student Contextual Learning Scale. Structural equation modeling was utilized to test direct and indirect relations in the NSVW model. Results showed generally moderate correlations among observed/latent variables and found support for relations among writing-specific processes. Domain-general resources (executive function and motivation/self-efficacy) were related to spelling directly and indirectly to writing. Domain-specific processes (handwriting, spelling, planning, editing, and revision) were related to writing. The results have implications for explicit instruction of writing processes and for future research on empirical models.

Pre-service Teachers' Perspectives on Transition to Kindergarten Practices for Autistic Children.

Autistic children present with unique challenges that may be associated with challenges during the kindergarten transition process. While teachers endorse transition to kindergarten practices as important, implementation of effective transition practices is inconsistent. One possible reason is limited training during pre-service education; however, research about this is scarce. This study examined pre-service teachers' knowledge of autism spectrum disorder (ASD) and transitions to kindergarten. Findings indicate a lack of knowledge regarding both autism and transition, as well as significant differences in knowledge of autism, wherein those seeking special education certification reported higher levels of knowledge. These results highlight training opportunities for preparing pre-service teachers to better serve young autistic children.

Cost analysis and cost-effectiveness of hand-scored and automated approaches to writing screening.

Although researchers have investigated technical adequacy and usability of written-expression curriculum-based measures (WE-CBM), the economic implications of different scoring approaches have largely been ignored. The absence of such knowledge can undermine the effective allocation of resources and lead to the adoption of suboptimal measures for the identification of students at risk for poor writing outcomes. Therefore, we used the Ingredients Method to compare implementation costs and cost-effectiveness of hand-calculated and automated scoring approaches. Data analyses were conducted on secondary data from a study that evaluated predictive validity and diagnostic accuracy of quantitative approaches for scoring WE-CBM samples. Findings showed that automated approaches offered more economic solutions than hand-calculated methods; for automated scores, the effects were stronger when the free writeAlizer R package was employed, whereas for hand-calculated scores, simpler WE-CBM metrics were less costly than more complex metrics. Sensitivity analyses confirmed the relative advantage of automated scores when the number of classrooms, students, and assessment occasions per school year increased; again, writeAlizer was less sensitive to the changes in the ingredients than the other approaches. Finally, the visualization of the cost-effectiveness ratio illustrated that writeAlizer offered the optimal balance between implementation costs and diagnostic accuracy, followed by complex hand-calculated metrics and a proprietary automated program. Implications for the use of hand-calculated and automated scores for the universal screening of written expression with elementary students are discussed.

Comparing Fathers' and Mothers' Perspectives About Their Child's Autism Spectrum Disorder.

Mothers are often the primary parent participants in autism spectrum disorder (ASD) research. As a result, little is known about fathers' perceptions regarding their children's ASD and whether these perceptions differ from mothers'. Given the limited information available regarding fathers' perceptions about their children's ASD, this study aimed to investigate father variables (stress, coping, support, and perception of disability) and how they compare to mothers'. Participants were 361 biological parents (294 mothers and 67 fathers) of children on the autism spectrum who participated in a larger study. Results revealed significant differences between mothers' and fathers' self-reported stress and coping. Understanding differences between parents' perspectives has both research and clinical implications for working with families raising children on the autism spectrum.

Developmental and medical factors associated with parenting stress in mothers of toddlers born very preterm in a neonatal follow-up clinic.

The purpose of this exploratory, cross-sectional study was to identify child-related factors associated with maternal parenting stress in toddlers born very preterm and followed in a neonatal follow-up (NFU) clinic. The study aimed to describe the associations of current medical complications and presence of developmental delays with total parenting stress. Participants were 53 mother-child dyads presenting in a NFU clinic. Mothers completed the Parenting Stress Index-Short Form (PSI-SF), and children were administered the Brigance Early Head Start Screen II. Medical variables were also collected from the child's medical record. Approximately 24% of mothers had at least one elevated subscale score on the PSI-SF. Regression analyses indicated that receipt of early intervention services was associated with increased parenting stress among mothers of toddlers born very preterm, though number of current medical complications was not. Parents of children born very preterm are at increased risk for parenting stress that extends beyond discharge from the neonatal intensive care unit . Clinicians working in NFU clinics are positioned to monitor for increased parenting stress, particularly among families of children with emerging signs of developmental delay.

El propósito de este estudio exploratorio y transversal fue identificar factores relacionados con el niño, asociados con el estrés de crianza maternal en niños pequeñitos nacidos muy prematuramente en una clínica de seguimiento neonatal (NFU). El estudio se propuso describir las asociaciones entre las complicaciones médicas actuales y la presencia de retardos en el desarrollo y el estrés de crianza en su totalidad. Las participantes fueron 53 díadas madre-hijo que se presentaron a una clínica NFU. Las madres completaron el Formulario Corto del Índice de Estrés de Crianza (PSI-SF) y a los niños se les administró el Examen Brigance para Un Comienzo Temprano - Nivel II de Detección. También se recolectaron las variables médicas a partir de la trayectoria médica del niño. Aproximadamente el 24% de las madres tuvo por lo menos un puntaje de sub-escala elevado en el PSI-SF. Los análisis de regresión indicaron que recibir servicios de intervención temprana, no así el número de actuales complicaciones médicas, estaba asociado con el incremento en el estrés de crianza entre madres de niños pequeñitos nacidos muy prematuramente. Los padres de niños nacidos muy prematuramente enfrentan un incremento en el riesgo de estrés de crianza, todo lo cual se extiende más allá del momento en que se les da de alta de la unidad neonatal de cuidados intensivos (NICU). El personal clínico que trabaja en clínicas NFU está en posición de observar con atención el aumento del estrés de crianza, particularmente entre familias de niños en quienes aparecen señales de retardo en el desarrollo. Palabras claves: estrés de crianza, infantes prematuros, seguimiento neonatal.

Developmental and Medical Factors Associated with Parenting Stress in Mothers of Toddlers Born Very Preterm in a Neonatal Follow-Up Clinic Le but de cette étude d'exploration transversale était d'identifier des facteurs liés à l'enfant associés au stress de parentage maternel chez de jeunes enfants nés très avant terme et suivis dans une clinique de suivi néonatal (ici abrégé NFU selon l'anglais). L'étude s'est donné pour but de décrire les associations entre les complications médicales du moment et la présence de délais de développement avec le stress de parentage totale. Les participantes ont consisté en 53 dyades mère-enfant dans une clinique NFU. Les mères ont rempli le Formulaire d'Index de Stress de Parentage - version courte (PSI-SF dans l'abréviation anglaise) et les enfants ont reçu le dépistage Brigance Early Head Start Screen II. Les variables médicales ont été rassemblées à partir du dossier médical de l'enfant. A peu près 24% des mères avaient au moins un score de sous-échelle élevé pour le PSI-SF. Des analyses de régression ont indiqué que le fait de recevoir des services d'intervention et non le nombre de complications médicales actuelles était lié à un stress de parentage plus élevé chez les mères de jeunes enfants nés bien avant terme. Les parents d'enfants nés bien avant terme sont à un risque plus élevé de stress parental qui se prolonge bien après la sortie de de l'unité néonatale de soins intensifs à l'hôpital. Les cliniciens travaillant dans les cliniques NFU sont bien positionnés pour surveiller le stress parental accru, particulièrement chez les familles d'enfants avec des signes émergeant de retard de développement. Mots clés: Stress de parentage, bébés prématurés, suivi néonatal.

Developmental Screening Among Children Born Preterm in a High-Risk Follow-Up Clinic.

OBJECTIVE: The psychometric properties of two formats of developmental screening tools that may be used in follow-up clinics providing primary care to children born preterm are presented. METHODS: 28 children born extremely preterm (<27 weeks) attending a high-risk clinic at the time of their 18-24 month visit were administered the Child Development Review, Brigance Early Head Start Screen II, and Bayley Scales of Infant and Toddler Development-Third Edition. RESULTS: Both screeners identified the majority of the sample as at-risk. The Brigance Screen II more accurately identified children at-risk compared with the Child Developmental Review (sensitivity: 1.00 and 0.44; specificity: 0.60 and 0.80; positive predictive value: 79% and 80%; negative predictive value: 100% and 44%, respectively). CONCLUSIONS: Screening assessments using direct skills assessment may be an efficient and effective method of identifying children with developmental delays, particularly high-frequency but lower severity difficulties, in high-risk follow-up care settings.

Generalizability theory reliability of written expression curriculum-based measurement in universal screening.

The purpose of this study was to examine the reliability of written expression curriculum-based measurement (WE-CBM) in the context of universal screening from a generalizability theory framework. Students in second through fifth grade (n = 145) participated in the study. The sample included 54% female students, 49% White students, 23% African American students, 17% Hispanic students, 8% Asian students, and 3% of students identified as 2 or more races. Of the sample, 8% were English Language Learners and 6% were students receiving special education. Three WE-CBM probes were administered for 7 min each at 3 time points across 1 year. Writing samples were scored for commonly used WE-CBM metrics (e.g., correct minus incorrect word sequences; CIWS). Results suggest that nearly half the variance in WE-CBM is related to unsystematic error and that conventional screening procedures (i.e., the use of one 3-min sample) do not yield scores with adequate reliability for relative or absolute decisions about student performance. In most grades, three 3-min writing samples (or 2 longer duration samples) were required for adequate reliability for relative decisions, and three 7-min writing samples would not yield adequate reliability for relative decisions about within-year student growth. Implications and recommendations are discussed. (PsycINFO Database Record

Measuring annual growth using written expression curriculum-based measurement: An examination of seasonal and gender differences.

The purpose of this study was to examine annual growth patterns and gender differences in written expression curriculum-based measurement (WE-CBM) when used in the context of universal screening. Students in second through fifth grade (n = 672) from 2 elementary schools that used WE-CBM as a universal screener participated in the study. Student writing samples were scored for production-dependent, production-independent, and accurate-production indicators. Results of latent growth models indicate that for most WE-CBM outcome indicators across most grade levels, average growth was curvilinear, with increasing curvilinearity on all indicators as grade level increased. Evidence of gender differences was mixed with girls having higher initial scores on all WE-CBM indicators except for total words written (second and third grades), correct minus incorrect writing sequences (fourth grade only), and percent correct writing sequences (second-fourth grades) where differences were not statistically significant. Despite differences in initial level, there were few gender differences in growth and limited overall between-student variability in linear slope. The results of this study extend research on annual patterns of growth and gender differences in WE-CBM by analyzing all 3 types of WE-CBM indicators, including upper elementary grades, and assessing skills more frequently (i.e., 4 to 5 times in 1 year) than in prior research on annual growth. The findings have implications for universal screening in WE-CBM and for understanding gender differences in writing performance.