Author: Cheryl Reneé YagerPublisher:
ISBN:
Category :
Languages : en
Pages : 150
Book Description
Scoring Spanish Word-recognition Measures
Author: Cheryl Reneé YagerSpanish-speaking Listeners' Word-recognition Performance on Spanish and English Word-recognition Measures
Author: Laura Therese GordonPublisher:
ISBN:
Category :
Languages : en
Pages : 180
Book Description
Effects of Country of Origin on Spanish Word-recognition Performance
Author: Luis F. CamachoEffects of Speakers' Language Background on Spanish Word-recognition Measures
Author: Barbara Ann McDowellPublisher:
ISBN:
Category :
Languages : en
Pages : 174
Book Description
Accuracy of scoring a spanish word-recognition test
Author: Kathryn Michelle HenionPublisher:
ISBN:
Category :
Languages : en
Pages : 136
Book Description
Applied Language Learning
Author: Basic Reading Skills and the Literacy of the National Assessment of Adult Literacy Supplemental Studies
Author: Sheida WhitePublisher: DIANE Publishing
ISBN: 1437918107
Category : Language Arts & Disciplines
Languages : en
Pages : 83
Book Description
The 2003 Nat. Assessment of Adult Literacy (NAAL) assessed the English literacy of adults in the U.S. The assessment was administered to more than 19,000 adults (ages 16 and older). The tasks included on the assessment were designed to measure functional literacy. Unlike indirect measures of literacy, the assessment measured literacy directly through tasks completed by adults. These tasks represent a range of literacy activities that adults are likely to face in their daily lives. The main literacy assessment and the core literacy tasks are two of the four components of the NAAL project. This report focuses on the results of the remaining two components: the Fluency Addition to NAAL and the Adult Literacy Supplemental Assessment. Tables.
A Spanish-language Modified Rhyme Test for Word Recognition Testing
Author: Rita Irene BallPublisher:
ISBN:
Category :
Languages : en
Pages : 69
Book Description
A Spanish-Language Modified Rhyme Test (MRT) for word recognition testing was developed using the original MRT structure by House et al. (1965) with modifications as specified by Aguilar (1991). The greatest modification to the Spanish-Language MRT originally proposed by Aguilar (1991) is the use of bisyllabic Spanish words instead of monosyllabic words. A total of six 50-word lists were developed and recorded onto a compact disk (CD). This study also included testing of the developed test material in order to collect normative data. Forty four (N=44) native Spanish-speaking participants (18 males, 26 females) with normal hearing were included in this study. Paired-samples t-tests showed no ear, age or gender effect between the mean scores. Individuals with normal hearing scored close to or equal to 100% correct on all lists. Further studies, which may include a larger sample size and the inclusion of Spanish-speaking participants with hearing loss, are necessary in order to further validate the materials.
Applied Language Learning
Author: Literacy Development in A Multilingual Context
Author: Aydin Y. DurgunogluPublisher: Routledge
ISBN: 1135456267
Category : Education
Languages : en
Pages : 327
Book Description
During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual's needs vary with time and place. This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.