Stress Begins in Kindergarten: A Look at Behavior During Standardized Testing

Fleege, Pamela O.; Charlesworth, Rosalind; Burts, Diane C.; Hart, Craig H.

doi:10.1080/02568549209594836

Cited by 35 publications

(21 citation statements)

References 11 publications

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“…The influence of nonlinguistic factors associated with a particular measurement context has also been raised in relation to standardized language tests. In the case of standardized testing, factors such as an individual's attention, performance anxiety, familiarity with the testing protocol, etc., have been proposed (see Fleege, Charlesworth, Burts, & Hart, 1992;Speltz, DeKlyen, Calderon, Greenberg, & Fisher, 1999;Peñ a, Iglesias, & Lidz, 2001).…”

Section: Nonlinguistic Factors Related To Measurement Contextmentioning

confidence: 97%

A closer look at MLU: What does it really measure?

DeThorne

Johnson

Loeb

2005

Clinical Linguistics & Phonetics

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Despite the common use of mean length of utterance (MLU) as a diagnostic measure, what it actually reflects in terms of linguistic knowledge is relatively unclear. This study explored the extent to which variance in MLU could be accounted for by a measure of expressive vocabulary and a measure of morphosyntax in a group of 44 typically-developing children, ages 28-37 months. Regression techniques were employed to predict MLU from number of different words (NDW) and a tense accuracy composite (TAC). Depending on whether the variable was acting alone or in concert with the other, TAC accounted for 23% or none of the variance in MLU, while NDW accounted for 51% or 28%. We offer three potential explanations for the observed association between MLU and NDW, none of which necessarily precludes the others.

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Section: Nonlinguistic Factors Related To Measurement Contextmentioning

confidence: 97%

A closer look at MLU: What does it really measure?

DeThorne

Johnson

Loeb

2005

Clinical Linguistics & Phonetics

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“…Children's stress was exhibited most often through verbal expressions of concerns and fears, crying and acting out. Many would consider that stress in children due to standardized testing is a reason for concern and deserving of attention (Fleege et al , 1992). This was of particular concern to upper elementary teachers who teach those children who must take the tests.…”

Section: (4%)mentioning

confidence: 99%

Teacher and Parent Views on Standardized Testing: A Cross-Cultural Comparison of the Uses and Influencing Factors

Donegan

Trepanier-Street

1998

Journal of Research in Childhood Education

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“…Situated accounts of communication have highlighted that language use is always embedded within specified contexts (cf. Hengst, 2015), and prior literature has documented the impact of factors such as attention, motivation, compliance, frustration tolerance, persistence, anxiety, and cultural background on test-taking performance (Allan, 1992;Dreisbach & Keogh, 1982;Erickson, 1972;Fleege, Charlesworth, Burts, & Hart, 1992;Peña, Iglesias, & Lidz, 2001;Speltz, DeKlyen, Calderon, Greenberg, & Fisher, 1999). Productive measures such as MLU, NTW, and NDW have similarly been noted to differ depending on such factors as motivation, genre, modality, place, and partner (e.g., Bornstein, Haynes, Painter, & Genevro, 2000;Fields & Ashmore, 1980;Nippold, 2009Nippold, , 2014Scott & Windsor, 2000).…”

Section: Interpreting the Differing Etiologies Of The Two Language Famentioning

confidence: 99%

Longitudinal Effects on Early Adolescent Language: A Twin Study

Harlaar

DeThorne

Mahurin-Smith

et al. 2016

J Speech Lang Hear Res

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Purpose We evaluated genetic and environmental contributions to individual differences in language skills during early adolescence, measured by both language sampling and standardized tests, and examined the extent to which these genetic and environmental effects are stable across time. Method We used structural equation modeling on latent factors to estimate additive genetic, shared environmental, and nonshared environmental effects on variance in standardized language skills (i.e., Formal Language) and productive language-sample measures (i.e., Productive Language) in a sample of 527 twins across 3 time points (mean ages 10–12 years). Results Individual differences in the Formal Language factor were influenced primarily by genetic factors at each age, whereas individual differences in the Productive Language factor were primarily due to nonshared environmental influences. For the Formal Language factor, the stability of genetic effects was high across all 3 time points. For the Productive Language factor, nonshared environmental effects showed low but statistically significant stability across adjacent time points. Conclusions The etiology of language outcomes may differ substantially depending on assessment context. In addition, the potential mechanisms for nonshared environmental influences on language development warrant further investigation.

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Stress Begins in Kindergarten: A Look at Behavior During Standardized Testing

Cited by 35 publications

References 11 publications

A closer look at MLU: What does it really measure?

A closer look at MLU: What does it really measure?

Teacher and Parent Views on Standardized Testing: A Cross-Cultural Comparison of the Uses and Influencing Factors

Longitudinal Effects on Early Adolescent Language: A Twin Study

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