Curriculum-based measurement for early writing struggles in kindergarten: a systematic review

• Jennifer Balade ^[1] ; Cristina Rodríguez ^[2] ; Juan E. Jiménez ^[1]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
  2. [2] Universidad de Talca

     Universidad de Talca

     Provincia de Talca, Chile

     
• Localización: Psicología educativa, ISSN 1135-755X, Vol. 30, Nº. 2, 2024, págs. 101-110
• Idioma: inglés
• DOI: 10.5093/psed2024a11
• Títulos paralelos:
  • Medidas basadas en el currículo para dificultades tempranas de escritura en educación infantil: una revisión sistemática
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La detección e intervención tempranas juegan un papel crucial en el pronóstico de los niños con dificultades específicas de aprendizaje. Debido a la complejidad de los procesos de escritura y su persistencia en la edad adulta, las herramientas para la detección precoz en escritura son esenciales. Las medidas basadas en el currículo (MBC) son herramientas rápidas, fiables y basadas en la evidencia utilizadas para evaluaciones tempranas. Esta revisión sistemática tiene como objetivo resumir las características técnicas de las MBC en la escritura para estudiantes de Educación Infantil siguiendo las directrices PRISMA. Se examinaron un total de 311 artículos de PsycINFO, SCOPUS, ERIC y WOS y cinco estudios cumplían con los criterios de inclusión. Las MBC de producción y las habilidades de transcripción fueron las más estudiadas. Las tareas revisadas demostraron validez de criterio, fiabilidad, sensibilidad en el momento de la evaluación o precisión diagnóstica en al menos una de sus medidas, con una mayor presencia de las medidas de producción dependientes. Los resultados destacan la escasez de herramientas basadas en pruebas para identificar dificultades tempranas en la escritura, subrayando la necesidad de una investigación rigurosa en educación infantil.

  • English

    Early detection and intervention play a crucial role in the prognosis of children with specific learning disabilities. Due to the complexity of the writing process and its persistence into adulthood, tools for early detection are essential. Curriculum-based measures (CBMs) are quick, reliable, and evidence-based tools used for early assessments. This systematic review aims to summarize the technical features of CBM in writing for kindergarten students following the PRISMA guidelines. A total of 311 articles from PsycINFO, SCOPUS, ERIC, and WOS were examined, and five studies met the inclusion criteria. Production measures and transcription skills were the most studied. The reviewed tasks demonstrated criterion validity, reliability, sensitivity to the timing of assessment, or diagnostic accuracy in at least one of their measures, with a greater presence of the dependent production measures. The findings emphasize the scarcity of evidence-based tools for identifying early writing difficulty, underscoring the need for rigorous research in early childhood education.

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