Self-Assessment of Literacy Growth in Young Children

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In this study, 78 kindergarten and first-grade children were interviewed about their writing to identify indicators of self-assessment. Writing samples for each participant were saved over a three month period, then compared and discussed by the child. Results indicated that these young children did engage in self:-assessment behaviors. The classroom teachers were asked to place the participants in their classes along a writing continuum known as a Writing Band. Graphs were presented to show the writing levels of the children by classroom. In addition, each classroom was surveyed to document events which promote literacy development within the framework of an ... continued below

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v, 152 leaves : ill.

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Miels, Jill C. August 1993.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 179 times , with 15 in the last month . More information about this dissertation can be viewed below.

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  • Miels, Jill C.

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Description

In this study, 78 kindergarten and first-grade children were interviewed about their writing to identify indicators of self-assessment. Writing samples for each participant were saved over a three month period, then compared and discussed by the child. Results indicated that these young children did engage in self:-assessment behaviors. The classroom teachers were asked to place the participants in their classes along a writing continuum known as a Writing Band. Graphs were presented to show the writing levels of the children by classroom. In addition, each classroom was surveyed to document events which promote literacy development within the framework of an integrated curriculum. Writing samples for each child were collected and kept in a portfolio. Participants were interviewed regarding the contents of the portfolio. Children in two of the kindergarten classes were interviewed using 5 samples collected over a 2 1/2 month time period, and all other participants were interviewed using 6 writing samples collected over a 3 month period. Findings indicated that not only did these young children recognize growth in their writing, but they also assessed that growth based on outward, physical features of their writing. The writing ability of each child at the beginning of the study did not appear to affect the child's ability to self-assess writing growth. Children on the first 4 Writing Bands, A, B, C, and D self-assessed using similar criteria. Additional findings suggested that many of these young children knew there was a thought process involved with choosing topics to be written about. The results of this study suggested implications for continued investigations into using self-assessment with young children. For example, it was proposed that varying the learning environment may change the criteria that children use for self-assessment. Further research was recommended that would identify student and teacher behaviors that enhance self-assessment.

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v, 152 leaves : ill.

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  • Call Number: 379 N81d no.3802
  • Accession or Local Control No: 1002721644-miels
  • Archival Resource Key: ark:/67531/metadc278828

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  • August 1993

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  • March 26, 2014, 9:30 a.m.

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  • Jan. 27, 2015, 8:33 a.m.

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Miels, Jill C. Self-Assessment of Literacy Growth in Young Children, dissertation, August 1993; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc278828/: accessed December 18, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .