Chapter 13
Written Language

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

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

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

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)

Test of Written Spelling –4
(TWS –4)

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

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

Test of Legible
Handwriting (TOLH)

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)

Test of Written Language –3
(TOWL –3)

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

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

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