References
- Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary-and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478–508. https://doi.org/https://doi.org/10.1037/0022-0663.85.3.478
- Benchmarks for Excellent Student Thinking (B.E.S.T) Standards for English Language Arts (2020). http://www.fldoe.org/core/fileparse.php/18736/urlt/ELAStandards.PDF
- Berman, R. A., & Verhoeven, L. (2002). Cross-linguistic perspectives on the development of text-production abilities: Speech and writing. Written Language & Literacy, 5(1), 1–43. https://doi.org/https://doi.org/10.1075/wll.5.1.02ber
- Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language and hand and language and eye. Journal of Learning Disabilities, 35(1), 39–56. https://doi.org/https://doi.org/10.1177/002221940203500104
- Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities trough early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. Swanson, K. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323–344). Guilford Press.
- Biber, D., Gray, B., & Poonpon, K. (2013). Pay attention to the phrasal structures: Going beyond T-units—A response to WeiWei Yang. TESOL Quarterly, 47(1), 192–201.
- Buhté, B., & Housen, A. (2012). Defining and operationalizing L2 complexity. In A. Housen, I. Vedder, & F. Kuiken (Eds.), Dimensions of L2 performance and proficiency: Complexity, accuracy, and fluency in SLA (pp. 21–46). John Benjamins Publishing Company.
- Casal, J. E., & Lee, J. J. (2019). Syntactic complexity and writing quality in assessed first-year L2 writing. Journal of Second Language Writing, 44, 51–62. https://doi.org/https://doi.org/10.1016/j.jslw.2019.03.005
- Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213–238. https://doi.org/https://doi.org/10.2307/3587951
- Deno, S. L., Marston, D., & Mirkin, P. (1982). Valid measurement procedures for continuous evaluation of written expression. Exceptional Children, 48(4), 368–371. https://doi.org/https://doi.org/10.1177/001440298204800417
- Dockrell, J. E., Ricketts, J., Charman, T., & Lindsay, G. (2014). Exploring writing products in students with language impairments and autism spectrum disorders. Learning and Instruction, 32, 81–90. https://doi.org/https://doi.org/10.1016/j.learninstruc.2014.01.008
- Education Northwest (2006). Six plus 1 trait writing. http://www.educationanorthwest.org.
- Florida Department of Education (2020). Writing rubrics. http://www.fldoe.org/accountability/assessments/k-12-student-assessment/archive/fcat-2-0/writing-rubrics.stml.
- Gansle, K. A., Noell, G. H., VanDerHeyden, A., Naquin, G. M., & Slider, N. J. (2002). Moving beyond total words written: The reliability, criterion validity, and time cost of alternative measures for curriculum-based measurement in writing. School Psychology Review, 31(4), 477–497. https://doi.org/https://doi.org/10.1080/02796015.2002.12086169
- Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–486. https://doi.org/https://doi.org/10.1037/00220663.99.3.445
- Kent, S. C., & Wanzek, J. (2016). The relationship between component skills and writing quality and production across developmental levels: A meta-analysis of the last 25 years. Review of Educational Research, 86(2), 570–601. https://doi.org/https://doi.org/10.3102/0034654315619491
- Kim, M., & Crossley, S. A. (2018). Modeling second language writing quality: A structural equation investigation of lexical, syntactic, and cohesive features in source-based and independent writing. Assessing Writing, 37, 39–56. https://doi.org/https://doi.org/10.1016/j.asw.2018.03.002
- Kim, M., Crossley, S. A., & Kyle, K. (2018). Lexical sophistication as a multidimensional phenomenon: Relations to second language lexical proficiency, development, and writing quality. The Modern Language Journal, 102(1), 120–141. https://doi.org/https://doi.org/10.111/modl.12447
- Kim, Y.-S G., & Schatschneider, C. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109(1), 35–50. https://doi.org/https://doi.org/10.1037/edu0000129
- Koutsoftas, A. (2016). Writing process products in intermediate-grade children with and without language-based learning disabilities. Journal of Speech, Language, and Hearing Research, 59(6), 1471–1483. https://doi.org/https://doi.org/10.1044/2016_JSLHR-L—15-0133
- Koutsoftas, A. D., & Gray, S. (2012). Comparison of narrative and expository writing in students with and without language-learning disabilities. Language, Speech, and Hearing Services in Schools, 43(4), 395–409. https://doi.org/https://doi.org/10.1044/0161 https://doi.org/https://doi.org/10.1044/0161-1461(2012/11-0018)
- Kyle, K., & Crossley, S. A. (2015). Automatically assessing lexical sophistication: Indices tools, findings, and application. TESOL Quarterly, 49(4), 757–786. https://doi.org/https://doi.org/10.1002/tesq.194
- Lu, X. (2010). Automatic analysis of syntactic complexity in second language writing. International Journal of Corpus Linguistics, 15(4), 474–496. https://doi.org/https://doi.org/10.1075/ijcl.15.4.02lu
- Mabry, L. (1999). Writing to the rubric: Lingering effects of traditional standardized testing on direct writing assessment. Phi Delta Kappa, 80(9), 673–679.
- Mackie, C., & Dockrell, J. E. (2004). The nature of written language deficits in children with SLI. Journal of Speech, Language, and Hearing Research, 47(6), 1469–1483. https://doi.org/https://doi.org/10.1044/1092-4388(2004/109)
- Malecki, C. K., & Jewell, J. (2003). Developmental, gender, and practical considerations in scoring curriculum-based measurement writing probes. Psychology in the Schools, 40(4), 379–390. https://doi.org/https://doi.org/10.1002/pits.10096
- McNamara, D. S., Crossley, S. A., & McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27(1), 57–86. https://doi.org/https://doi.org/10.1177/0741088309351547
- Miller, J. F., & Iglesias, A. (2010). Systematic analysis of language transcripts (SALT), English & Spanish (Version XX) [Computer software]. University of Wisconsin – Madison, Waisman Center, Language Analysis Laboratory.
- Mostafa, T., & Crossley, S. A. (2020). Verb argument construction complexity indices and L2 writing quality: Effects of writing tasks and prompts. Journal of Second Language Writing, 49, 100730–100713. https://doi.org/https://doi.org/10.1016/j.jslw.2020.100730
- Nair, M. (2007). An analysis of the words appearing in middle school textbooks [Unpublished doctoral dissertation]. Harvard University.
- National Center for Education Statistics (2012). The Nation’s report card: Writing 2011. https://doi.org/https://doi.org/10.1016/j.jslw.2020.100730 2008–468.
- National Commission on Writing (2005). Writing: A ticket to work or a ticket out. National Commission on Writing.
- National Governors Association Center for Best Practices (2010). Common core state standards. National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington, D. C.
- Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied Linguistics, 30(4), 555–578. https://doi.org/https://doi.org/10.1093/applin/amp044
- Olinghouse, N., & Leaird, J. T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth grade students. Reading and Writing, 22(5), 545–565. https://doi.org/https://doi.org/10.1007/s11145-008-9124-z
- Olinghouse, N., & Wilson, J. (2013). The relationship between vocabulary and writing quality in three genres. Reading and Writing, 26(1), 45–65. https://doi.org/https://doi.org/10.1007/s1145-012-9392-5
- Proctor, C. P., Silverman, R. D., Harring, J. R., Love Jones, R., & Hartranft, A. M. (2020). Teaching bilingual learners: Effects of a language-based reading intervention on academic language and reading comprehension in grades 4 and 5. Reading Research Quarterly, 55(1), 95–122. https://doi.org/https://doi.org/10.1002/rrq.258
- Puranik, C. S., Lombardino, L. J., & Altman, L. J. P. (2008). Assessing the microstructure of written language using a retelling paradigm. American Journal of Speech-Language Pathology, 17(2), 107–120. https://doi.org/https://doi.org/10.1044/1058-0360(2008/012)
- Rocha, R. S., Filipe, M., Magalhães, S., Graham, S., & Limpo, T. (2019). Reasons to write in grade 6 and their association with writing quality. Frontiers in Psychology. https://doi.org/https://doi.org/10.3389/psyg.2019.02157
- Rosário, P., Högemann, J., Núñez, J. C., Vallejo, G., Cunha, J., Rodríguez, C., & Fuentes, S. (2019). The impact of three types of writing intervention on students’ writing quality. PLoS One, 14(7), e0218099–27. https://doi.org/https://doi.org/10.1371/journal.pone.0218099
- Rust, J. (1996). The manual of the Weschler Objective Language Dimensions (WOLD) UK edition. Psychological Corporation.
- Salsbury, T., Crossley, S. A., & McNamara, D. S. (2011). Psycholinguistic word information in second language oral discourse. Second Language Research, 27(3), 343–360. https://doi.org/https://doi.org/10.1177/0267658310395851
- Scott, C. M., & Windsor, J. (2000). General language performance measures in spoken and written narrative and expository discourse of school-age children with language learning disabilities. Journal of Speech, Language, and Hearing Research, 43(2), 324–449. https://doi.org/https://doi.org/10.1044/jslhr.4302.324
- Singer, B. D., & Bashir, A. S. (2004).Developmental variations in writing composition skills. In C. A. Stone, E. R. Silliman, B. J. Ehren, & K. Apel (Eds.), Handbook of language & literacy: Development and disorders (pp. 559–582). Guildford Press.
- Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing, 24(2), 203–220. https://doi.org/https://doi.org/10.1007/s11145-010-9266-7
- Wechsler, D. (2005). Wechsler Individual Achievement Test (WIATT-II). Pearson; Harcourt Assessments.
- Williams, G. J., Larkin, R. F., & Blaggan, S. (2013). Written language skills in children with specific language impairment. International Journal of Language & Communication Disorders, 48(2), 160–171. https://doi.org/https://doi.org/10.1111/1460-6984.12010
- Wood, C., & Schatschneider, C. (2021). Examining writing measures and achievement for students of varied language abilities and linguistic backgrounds using structural equation modeling. Reading & Writing Quarterly, 37(1), 65–81.
- Wood, C., Schatschneider, C., & Wanzek, J. (2020). Matthew effects in writing productivity during second grade. Reading and Writing, 1–22. 61(8), 1945–1969.