Abstract The aims of the current project were to: (a) describe lexical diversity, morphologically complex word use (MCW), and writing quality ratings of 5th-grade students with diverse language backgrounds and (b) to examine the relationship between analytical components and writing quality ratings with performance on measures of language and literacy achievement. This study examined 1,825 written responses of 5th-grade English Learners with limited English proficiency (LEP) compared to English proficient speaking peers with and without language-learning disorders (LLD). Structural equation modeling was conducted to examine the relationship between analytical and holistic writing measures with achievement. Findings demonstrated differences in analytical components and writing quality between groups, evidencing lower performance for students with LEP and students with LLD. Students’ lexical diversity and MCW use in written responses were strongly related to overall quality ratings and significantly related to performance on standardized assessments. Confirmatory structural equation modeling results suggested that the latent variable of analytical language had a strong relationship with writing quality ratings and a small but significant relationship with language and literacy achievement. Results suggest that the relative contribution of writing skills to achievement was not significantly different between students proficient in English and ELs with LEP.

中文翻译：

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使用结构方程模型检查不同语言能力和语言背景的学生的写作测量和成绩

摘要 当前项目的目的是：(a) 描述具有不同语言背景的 5 年级学生的词汇多样性、形态复杂的单词使用 (MCW) 和写作质量评级，以及 (b) 检查分析组件和写作质量评级与语言和识字成绩衡量指标的表现。本研究调查了英语能力有限 (LEP) 的 5 年级英语学习者与有或没有语言学习障碍 (LLD) 的英语熟练的同龄人的 1,825 份书面回答。进行结构方程建模以检查分析性和整体性写作测量与成就之间的关系。调查结果表明，各组之间的分析组件和写作质量存在差异，证明 LEP 学生和 LLD 学生的表现较低。学生在书面回答中的词汇多样性和 MCW 使用与整体质量评级密切相关，并与标准化评估的表现密切相关。验证性结构方程建模结果表明，分析语言的潜在变量与写作质量评级有很强的相关性，与语言和读写成就的关系虽小但显着。结果表明，在精通英语的学生和具有 LEP 的 EL 学生之间，写作技能对成就的相对贡献没有显着差异。学生在书面回答中的词汇多样性和 MCW 使用与整体质量评级密切相关，并与标准化评估的表现密切相关。验证性结构方程建模结果表明，分析语言的潜在变量与写作质量评级有很强的相关性，与语言和读写成就的关系虽小但显着。结果表明，在精通英语的学生和具有 LEP 的 EL 学生之间，写作技能对成就的相对贡献没有显着差异。学生在书面回答中的词汇多样性和 MCW 使用与整体质量评级密切相关，并与标准化评估的表现密切相关。验证性结构方程建模结果表明，分析语言的潜在变量与写作质量评级有很强的相关性，与语言和读写成就的关系虽小但显着。结果表明，在精通英语的学生和具有 LEP 的 EL 学生之间，写作技能对成就的相对贡献没有显着差异。