Keeping Language in Mind: An Exploratory Study of English Learners' Performance on Three Language and Literacy Assessments

Autor/in	Keh, Melissa Latham
Titel	Keeping Language in Mind: An Exploratory Study of English Learners' Performance on Three Language and Literacy Assessments
Quelle	In: CATESOL Journal, 31 (2019) 1, S.79-99 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1535-0517
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Testing; Scores; Language Tests; Native Language; Literacy; Language Skills; Comparative Analysis; Reading Tests; Intelligence Tests; Verbal Ability; Vocabulary; Language Proficiency; Phonology; Vocabulary Skills; English Language Learners; Spelling; Syntax; Testing Accommodations; High School Students; Suburban Schools; Course Content; Knowledge Level; Massachusetts; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Testdurchführung; Testen; Language test; Sprachtest; Alphabetisierung; Schreib- und Lesefähigkeit; Language skill; Sprachkompetenz; Lesetest; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Language skills; Fonologie; Aktiver Wortschatz; Schreibweise; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Barrierefreiheit; Zugänglichkeit; Behinderter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Kursprogramm; Wissensbasis; Master-Studiengang
Abstract	Assessing English learners (ELs) in US schools is challenging because many widely used assessments have not been designed with ELs in mind. Yet if teachers are sensitive to how ELs may perform differently from native speakers on such assessments, these assessments reveal useful information about ELs' language and literacy skills. This mixed-method study compared adolescent ELs' performance on the Qualitative Reading Inventory-5 (QRI-5), Peabody Picture Vocabulary Test-4 (PPVT-4), and Words Their Way Elementary Spelling Inventory (ESI) to existing data from English-proficient examinees' performance to explore how ELs' performance may differ. The observed differences suggest that linguistic aspects of the QRI-5, PPVT-4, and ESI, including syntax, phonology, orthography, and especially vocabulary, played a role in ELs' performance and indicate that ELs may benefit from linguistic modification or first-language support during test administration. The process used in this analysis also demonstrates how teachers can examine test data alongside test scores as they interpret ELs' results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01