دورية أكاديمية
The Use and Interpretation of the Batería III With U.S. Bilinguals
| العنوان: | The Use and Interpretation of the Batería III With U.S. Bilinguals |
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| المؤلفون: | Brown, Julie Esparza |
| المصدر: | Dissertations and Theses |
| بيانات النشر: | PDXScholar |
| سنة النشر: | 2008 |
| المجموعة: | Portland State University: PDXScholar |
| مصطلحات موضوعية: | Woodcock-Muñoz Language Survey Second language acquisition Bilingualism -- United States -- Evaluation, Bilingual, Multilingual, and Multicultural Education, Educational Methods |
| الوصف: | Within each classroom, many children excel academically while others struggle. Some students' difficulties are such that they require placement into educational programs different from grade level core and perhaps delivered outside of general education classrooms. For many, special education programs are the lifeline to reach their innate potential. For others misplaced into special education, their opportunities may be truncated. For the past 40 years (Dunn, 1968), disproportionate representation of minority children in some disability categories has been a problem. Educators commonly ask "Is a child's difficulties due to language differences or a learning disability?" One key area of confusion relates to the cognitive assessment of English language learner (ELL) students. While it is understandable that scores generated by English cognitive tests will not reflect an ELL child's true abilities, less is known about the appropriate use of native language (Spanish) cognitive assessments. This study examined the performance of ELL general education students on the Bateria III: Pruebas de habilidades cognitivas, a Spanish parallel to the Woodcock-Johnson JJI. The performance of 34 third- and fourth-grade participants, 16 who have received native language literacy development (NLD), and 18 who have received English language development, was compared to the normative sample's (monolingual Spanish speakers) General Intellectual Achievement (GIA) score, subtest and cluster scores. ANOVA and t test analyses indicated both ELL groups scored significantly lower than the normative sample on GIA, short-term memory, long-term retrieval and crystallized intelligence and higher on auditory processing. Thus, the Bateria's scores from these factors may underestimate the abilities of ELL students. Correlation analyses were conducted to examine the relationships between language proficiency, acculturation and performance. No significant relationships were found. The last analysis compared subtest mean scores of the ELD group to ... |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | English |
| العلاقة: | https://pdxscholar.library.pdx.edu/open_access_etds/1677Test; https://pdxscholar.library.pdx.edu/context/open_access_etds/article/2676/viewcontent/brown_julie_esparaza_2008.pdfTest |
| DOI: | 10.15760/etd.1676 |
| الإتاحة: | https://doi.org/10.15760/etd.1676Test https://pdxscholar.library.pdx.edu/open_access_etds/1677Test https://pdxscholar.library.pdx.edu/context/open_access_etds/article/2676/viewcontent/brown_julie_esparaza_2008.pdfTest |
| حقوق: | In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0Test/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). |
| رقم الانضمام: | edsbas.4466CF86 |
| قاعدة البيانات: | BASE |
| DOI: | 10.15760/etd.1676 |
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