1. Chapter 13 Written Language

2. Purposes for Assessing Written Language General education monitors spelling, handwriting, and composition Special education usually assesses spelling and other areas as needed

3. Skill Areas Oral language precedes written language Reading usually precedes written language Whole language approach integrates Includes mechanical skills and composition skills Composition includes 3 or more stages: Planning Writing Evaluating

4. Current Practice Most assessment tools emphasize mechanical skills The number of tests have increased Informal assessment strategies are a necessity

5. Strategies for Assessing Spelling Broad Range Achievement Tests WRAT–3 uses recall tasks PIAT–R/NU uses recognition tasks Woodcock-Johnson III uses both recall (spelling) and recognition (editing)

6. Test of Written Spelling–4 (TWS–4)

7. Informal Techniques for Spelling Assessment Work sample analysis Spelling inventories Criterion-referenced tests Observation Clinical interviews

8. Strategies for Assessing Handwriting Zaner-Bloser Evaluation Scales Observation and error analysis Handwriting inventories Criterion-referenced instruments Test of Legible Handwriting (TOLH)

10. Strategies for Assessing Composition Test of Written Language–3 (TOWL–3) Test of Adolescent Language–3(TOAL–3) Woodcock Language Proficiency Battery– Revised Mather-Woodcock Group Writing Tests (GWT) Test of Written Expression (TOWE)

11. Test of Written Language–3 (TOWL–3)

12. Informal Techniques Rating scales and checklists Writing sample analysis Criterion-referenced tests Observations Clinical interviews Portfolios Language Arts Assessment Portfolio (LAAP)

13. Within the Classroom Types of skills emphasized Amount of time devoted to writing instruction Social relationships among students and teachers Physical environment

14. Answering the Assessment Questions Informal strategies are required Evaluated in relation to estimated intellectual performance Specific learning abilities influence the acquisition of written language skills Classroom behavior and achievement problems interfere with writing skills Writing proficiency required for other areas Present level of performance must be documented