Scoring Spanish Word-recognition Measures
Author | : Cheryl Reneé Yager |
Publisher | : |
Total Pages | : 150 |
Release | : 1991 |
Genre | : |
ISBN | : |
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Author | : Cheryl Reneé Yager |
Publisher | : |
Total Pages | : 150 |
Release | : 1991 |
Genre | : |
ISBN | : |
Author | : Laura Therese Gordon |
Publisher | : |
Total Pages | : 180 |
Release | : 1992 |
Genre | : |
ISBN | : |
Author | : Luis F. Camacho |
Publisher | : |
Total Pages | : 136 |
Release | : 1992 |
Genre | : |
ISBN | : |
Author | : Barbara Ann McDowell |
Publisher | : |
Total Pages | : 174 |
Release | : 1991 |
Genre | : |
ISBN | : |
Author | : Kathryn Michelle Henion |
Publisher | : |
Total Pages | : 136 |
Release | : 1999 |
Genre | : |
ISBN | : |
Author | : |
Publisher | : |
Total Pages | : 188 |
Release | : 1998 |
Genre | : Applied linguistics |
ISBN | : |
Author | : Sheida White |
Publisher | : DIANE Publishing |
Total Pages | : 83 |
Release | : 2010 |
Genre | : Language Arts & Disciplines |
ISBN | : 1437918107 |
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.
Author | : Amanda Lee Perme |
Publisher | : |
Total Pages | : 66 |
Release | : 2014 |
Genre | : |
ISBN | : |
In the field of speech-language pathology, there is an increasing need for valid and appropriate assessment measures for Spanish-speaking students that can reliably be given by examiners with a wide range of Spanish knowledge and scoring experience. In order to determine the level of detail needed to reliably score a standardized measure of Spanish narrative ability, 15 participants, ranging in Spanish proficiency and experience levels, scored six samples of the experimental version of the Test of Narrative Language-Spanish (TNL-Spanish). Consistency and accuracy of scores were compared with Spanish proficiency levels, comfort levels, and presentation method (written transcript and audio-recorded samples). Results indicated no significant effect for any factor, indicating that examiners of varying levels of Spanish proficiency and experience level can reliably and efficiently score an assessment in Spanish when provided with clear and specific scoring procedures and information regarding the kinds of errors present in language disorders in Spanish.
Author | : Aydin Y. Durgunoglu |
Publisher | : Routledge |
Total Pages | : 327 |
Release | : 2013-12-16 |
Genre | : Education |
ISBN | : 1135456267 |
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.
Author | : |
Publisher | : |
Total Pages | : 192 |
Release | : 1998 |
Genre | : Languages, Modern |
ISBN | : |