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dc.contributor.advisorSadoski, Mark
dc.creatorHooten, Regina
dc.date.accessioned2010-07-15T00:15:14Z
dc.date.accessioned2010-07-23T21:46:15Z
dc.date.available2010-07-15T00:15:14Z
dc.date.available2010-07-23T21:46:15Z
dc.date.created2009-12
dc.date.issued2010-07-14
dc.date.submittedDecember 2009
dc.identifier.urihttp://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7417
dc.description.abstractThis study examined the relationship of holistic scoring with handwriting legibility, spelling accuracy and number of T-units within compositions written by children in grades 3 through 6 using path analysis. A sample of 223 compositions was rated for handwriting legibility and composition quality, and coded for number of T-units and percentage of accurately spelled words. Number of T-units was consistently the strongest predictor of holistic scoring across the four grade levels. Handwriting legibility and spelling accuracy yielded varying results in different grade levels.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.subjectdysgraphiaen
dc.subjecthandwritingen
dc.subjectT-unitsen
dc.subjectspellingen
dc.subjectholistic scoringen
dc.subjectcompositionsen
dc.subjectpath analysisen
dc.titleThe Effects of Handwriting, Spelling, and T-Units on Holistic Scoring with Implications for Dysgraphiaen
dc.typeBooken
dc.typeThesisen
thesis.degree.departmentTeaching, Learning, and Cultureen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorTexas A&M Universityen
thesis.degree.nameDoctor of Philosophyen
thesis.degree.levelDoctoralen
dc.contributor.committeeMemberJoshi, Malatesha R.
dc.contributor.committeeMemberThompson, Bruce
dc.contributor.committeeMemberSmith, Dennie
dc.type.genreElectronic Dissertationen
dc.type.materialtexten


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