The Influences of Linguistic Demand and Cultural Loading on Cognitive Test Scores

Abstract

I would also like to thank my friends and family for their support. I would like to dedicate my work to my parents who have always encouraged me to accomplish great things. C'est grâce à vous que j'ai les moyens d'atteindre mes buts ambitieux! Finally, I would like to thank the members of my dissertation committee, Drs.

A Systematic Examination of the Linguistic Demand of Cognitive Test Directions Administered to School-Age Populations

“…Despite being central to the definition of the linguistic demand of cognitive tests (Flanagan et al, 2007), the linguistic demand of cognitive test directions is the only aspect that was examined in the current study. Although previous studies examining the linguistic demand of cognitive test directions have provided a reclassification of the tests included in the C-LIM (e.g., Cormier et al, 2014), at this point, it seems premature to suggest any sort of reclassification of the C-LIM, given that the expressive and receptive linguistic demands of the test items are not known. Future research may provide empirical evidence of the expressive and receptive linguistic demands of current cognitive tests.…”

“…During the 1980s and 1990s, researchers mainly focused on the role of primary language development and linguistic diversity in promoting educational success and cognitive development, especially for CLD students (Cummins, 1979, 1984; Figueroa, 1989; Jensen, 1980; Pearson, Fernandez, & Oller, 1992; Valdés & Figueroa, 1994). Despite advances being made in these areas, the investigation of potentially negative consequences associated with assessing the cognitive abilities of CLD students has remained a crucial topic in the 21st century (Cormier, McGrew, & Ysseldyke, 2014; Harry & Klingner, 2006; Kranzler, Flores, & Coady, 2010; Styck & Watkins, 2013).…”

“…The attempt to classify tests based on expert opinion may have led to a greater appreciation for the potential influence of cultural and linguistic backgrounds when administering and interpreting norm-referenced tests (e.g., Sotelo-Dynega, Ortiz, Flanagan, & Chaplin, 2013). However, despite some empirical support for the C-LIM being reported in a series of unpublished dissertations (e.g., Tychanska, 2009; Verderosa, 2007), the accuracy of the C-LIM classifications has been brought into question in peer-reviewed publications (Cormier et al, 2014; Kranzler et al, 2010; Styck & Watkins, 2013) and other unpublished doctoral dissertations (e.g., Van Deth, 2013). Furthermore, as noted by Styck and Watkins (2013), The evidence offered to justify the interpretation of the C-LIM profiles consists mostly of unpublished doctoral dissertations—none of which reported the frequency of individual study participants who exhibited each C-LIM profile despite its purported use to make decisions about individuals.…”

“…Rhodes et al (2005) explained, “when learning is measured on tasks that favor English-language proficiency skills, such as those found on tests of intelligence and cognitive abilities, individuals with limited or no English proficiency will not fare as well” (p. 157). Similarly, Cormier et al (2014) stated, “there is an obvious link between the ability of an individual to understand and communicate in English and his or her ability to perform on a test administered in English” (p. 611). Abedi (2006) discussed how unnecessary linguistic complexity may introduce sources of measurement error during the assessment process.…”

“…Knowing the linguistic demand of cognitive test directions would provide valuable input not only in the process of choosing which assessments to use but also in interpreting the outcomes from the assessments. This is particularly relevant because an individual’s ability to understand instructions, articulate a response, and respond appropriately has a significant effect on his or her performance (Cormier et al, 2014; Rhodes et al, 2005). Thus, the need for empirical evidence to quantify the listenability of cognitive assessments when working with CLD students cannot be overstated.…”