title: Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction.
abstract: Three new approaches to writing assessment are introduced. First, strategies for generating the very next sentence are assessed in reference to the local level as well as the evolving text level of composing in progress. Second, strategies for translating thought into written language are coded with transcription (spelling) skill-low, average, or high-held constant. Third, instead of describing composing skill in reference to a single normed score for age or grade in a standardization sample at a static time in development, translation is studied longitudinally when children are in grades 1, 3, and 5 (ages 6, 8, 10) or grades 3, 5, and 7 (ages 8, 10, 12). Applications of the results are discussed for assessment and instruction grounded in levels and generativity of written language and normal variation in typically developing writers.
authors.affiliation: University of Washington, Seattle, WA, USA.
authors.forename: Jasmin Niedo
authors.initials: JN
authors.lastname: Jones
authors.affiliation: University of Washington, Seattle, WA, USA.
authors.forename: Virginia Wise
authors.initials: VW
authors.lastname: Berninger
keywords: Assessment-Instruction Links for Translation Strategies; Cognitive-Linguistic Translation in Typically Developing Writers; Transcription; Translation Processes for Evolving Text; Translation Processes for Next Sentence