Writing is a complex skill which is related to writing the letters as well as spelling words and complex cognitive processes. From an educational point of view, writing is a very demanding process which can significantly influence school grades and a child´s progress. In primary school, issue with writing can significantly influence school grades and a child`s progress. In primary school, issues with writing are a common problem. A tenth of the general population has issues in this area and one third of these have specific issues with writing. Research shows that the last decade has had a rise in the number of children with deficiencies in certain areas of learning (from here on referred to as PPPU) and this is where we include children with deviations in writing. The reason for this increase is attributed to lack of continual help in the five-stage model of assistance for children with learning difficulties. One of the main reasons for the five-stage model is the early detection of potential problems in the area of primary school essential skills (writing, spelling, reading, calculating) especially in the first two stages of the system. With the purpose of an effective execution of the five-stage model with offering immediate help and early detection of problems in writing the dissertation work focused on evaluating the results of three differently selected specific pedagogical writing assessments (copying – SNAP, dictation - T-MBP and free writing -CBM), which include the use of three forms of writing: copying, dictation and free writing in the model of 3rd grade children. The basic goal was to check the sensitivity of the chosen specifically pedagogical writing test (copying – SNAP, dictation - T-MBP and free writing -CBM) at the end of the first educational period (from here on referred to as VIZ) and form localized nonstandard norms for the area of writing in the Koroska region. The research included 245 students from the 3rd grade (130 girls and 115 boys) from six primary schools in Koroska. The writing samples for analysis were gained in June, at the end of a school year 2017/2018. The obtained results were statistically processed.
In the empirical part of the dissertation we checked the discriminative sensitivity of all three specific pedagogical writing assessments/ methods of special pedagogical diagnostic writing.
We concluded that all three methods we used: copying – SNAP, dictation T-MBP and free writing CBM are discriminative enough to separate between the groups of average students, above average students and the group of students which have specific issues in the area of writing. The proven discriminative sensitivity proves that all three used methods can be used as early detection methods with students who are at risk with specific issues in the area of writing. We also checked the statistically important differences in writing fluency based on sex and we discovered that girls achieved statistically higher results with all six used measurements in writing fluency. Statistically important differences in writing fluency were also proven in comparing results in a group of students who achieved average and above average results in the area of writing in comparison to those who have significant difficulties with writing (students who have a confirmed issues in writing confirmed by the teaching staff).
The results of the carried-out research will bring improvements in the area of procedures for identifying children with specific issues in the area of writing.
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