Comparative Validity of Three English Oral Language Proficiency Tests

Schrank, Fredrick A.; Fletcher, Todd V.; Alvarado, Criselda G.

doi:10.1080/15235882.1996.10668620

Cited by 17 publications

(11 citation statements)

References 3 publications

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“…The Pre-IPT technical data included in the technical manual indicated a test-retest reliability of .77. Schrank, Fletcher, and Alvarado (1996) reported concurrent correlations between this test and teachers' estimates of language proficiency and between the Pre-IPT and the Woodcock Language Proficiency Battery-Revised of .71 and .91, respectively.…”

Section: Preschool Idea Oral Language Proficiency Testmentioning

confidence: 91%

Home Storybook Reading in Primary or Second Language With Preschool Children: Evidence of Equal Effectiveness for Second‐Language Vocabulary Acquisition

Roberts

2008

Reading Research Quarterly

160

109

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This study examined how providing either primary‐ or English‐language storybooks for home reading followed by classroom storybook reading and vocabulary instruction in English influenced English vocabulary acquisition. Participants in the study were preschool children (N = 33), from low socioeconomic status families, whose primary language was either Hmong or Spanish. There were two 6‐week sessions of home combined with classroom storybook reading. Children were randomized to either a primary‐ or English‐language home storybook‐reading treatment in the first session. In the second session, children switched treatment and participated in home storybook reading with books written in the alternate language. Children learned a substantial number of words from the combined home and classroom storybook‐reading experiences. Home storybook reading in a primary language was at least as effective as home storybook reading in English for English vocabulary learning. Significant gains in vocabulary recognition were documented after home reading and again after classroom experiences in English. Family‐caregiver participation in the parent‐support part of the program rose from 50% to 80% between the two 6‐week sessions. Family caregivers' English oral‐language skills and the number of English‐language children's books in the home were related to English vocabulary learning. Discussion focuses on the viability of combining primary‐ or second‐language home storybook reading with second‐language classroom storybook reading as a means to enhance second‐language vocabulary learning. [Note: The author discusses the research presented in this article in a podcast presented by the “Voice of Literacy”: http://www.voiceofliteracy.org/posts/29090]. 这研究考查提供学童第一语言或英语故事书在家阅读，然后进行教室英语故事阅读和英语字汇学习指导这这样的阅读计划如何影响学童在英语字汇方面的习得。参与这研究有三十三名来自低收入户的学前儿童，他们的第一语言不是苗语就是西班牙语。这些学童接受两个为期六周在家与在教室故事阅读的结合课程。在第一个课程里，这些儿童被随机挑选分成两组：一组在家阅读第一语言故事书，另一组在家阅读英语故事书。这两组在第二个课程里对调用第一语言和用英语写成的故事书在家阅读。从结合了家中与教室的故事阅读经验中，学童学会了大量的生字。就学习英语字汇而言，学童在家阅读第一语言故事书与在家阅读英语故事书相比，成效相若。这些学童在家阅读后及在教室获得英语阅读经验后接受成绩考查；他们在字汇识别方面的结果均录得有明显的进步。在这两个为期六周的课程之间，参与家长支持这阅读计划的家庭照顾者，人数由百分之五十增加至百分八十。研究结果亦显示：家庭照顾者的英语口语能力及学童在家里拥有的英语儿童书本数量，与学童学习英语字汇有关。本文的讨论的焦点是在结合家中阅读第一或第二语言故事书及在教室阅读英语故事书的阅读经验，作为增强第二语言字汇学习方法的可行性。 [Podcast: http://www.voiceofliteracy.org/posts/29090]. Cette recherche a examiné comment une lecture d'albums, en langue maternelle ou en anglais, suivie en classe par une lecture d'albums et un enseignement du vocabulaire en anglais a un effet sur l'acquisition du vocabulaire en anglais. Les enfants ayant participé à cette étude étaient des enfants d'âge préscolaire (n = 33), de milieu social défavorisé, dont la langue maternelle était le Hmong ou l'espagnol. Il y a eu deux sessions de six semaines à la maison, combinée avec la lecture d'albums en classe. Lors de la première session, les enfants ont été répartis au hasard avec soit lecture en langue maternelle à la maison, soit lecture en anglais. A la seconde session, le traitement a été inversé: la lecture a été faite dans l'autre langue. L...

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Section: Preschool Idea Oral Language Proficiency Testmentioning

confidence: 91%

Home Storybook Reading in Primary or Second Language With Preschool Children: Evidence of Equal Effectiveness for Second‐Language Vocabulary Acquisition

Roberts

2008

Reading Research Quarterly

160

109

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“…Because oral English-language proficiency tests are adopted widely by states to determine the eligibility of program placement and exit for ELLs, these tests should be academically oriented in nature (Schrank, Fletcher, & Alvarado, 1996). Hakuta et al (2000) asserted that the WLPB-R was considered to offer a more holistic picture of ELLs' academic oral-language proficiency, because it was naturally developed with a norm group of native English speakers as a reference for comparison and therefore served as "a best measure available to indicate students' [ELLs'] academic competitiveness with English-speaking peers" (p. 6).…”

Section: Methodsmentioning

confidence: 99%

Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

Tong

Lara‐Alecio

Irby

et al. 2008

American Educational Research Journal

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The authors examined the effectiveness of a 2-year (kindergarten and first grade) oral English intervention provided to 534 Hispanic English-language learners in transitional bilingual education (TBE) and structured English immersion (SEI) programs. Using latent growth modeling, the authors compared instructional programs in relation to growth trajectories and rates in academic English oracy. The findings revealed that students in all four programs (treatment TBE, control TBE, treatment SEI, and control SEI) improved significantly ( p < .05) in a linear pattern over 2 years, and students receiving the intervention developed at a faster rate than those receiving typical instruction ( p < .05, effect sizes >0.46). The authors concluded that (a) first-language instruction did not impede the learning of a second language, and (b) enhancements and best practices in TBE and SEI programs are needed to accelerate oral English acquisition to remove the initial disadvantage of low levels of English proficiency.

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“…Information on LAS validation is limited. Two studies (Dalton, 1979;Schrank, Fletcher, & Alvarado, 1996) reported high correlations between LAS-O scores and teachers' ratings of student English proficiency (.73 and .76, respectively). The test was widely criticized for its low predictive validity of ELLs' academic achievement (see a discussion in Solórzano, 2008).…”

Section: English Proficiencymentioning

confidence: 99%

English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

2011

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This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English‐speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student‐ and school‐level characteristics, former ELLs significantly outperformed current ELL and NES students in reading (effect sizes: 1.07 and 0.52) and mathematics (effect sizes: 0.86 and 0.42). The results support Cummins's (1979, 2000) lower level threshold hypothesis predicting that upon reaching adequate proficiency in the language of schooling and testing, ELLs would no longer experience academic disadvantages. Refinements for the theory and directions for future research are discussed.

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Comparative Validity of Three English Oral Language Proficiency Tests

Cited by 17 publications

References 3 publications

Home Storybook Reading in Primary or Second Language With Preschool Children: Evidence of Equal Effectiveness for Second‐Language Vocabulary Acquisition

Home Storybook Reading in Primary or Second Language With Preschool Children: Evidence of Equal Effectiveness for Second‐Language Vocabulary Acquisition

Accelerating Early Academic Oral English Development in Transitional Bilingual and Structured English Immersion Programs

English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

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