The Experts below are selected from a list of 237 Experts worldwide ranked by ideXlab platform
Aek Phakiti - One of the best experts on this subject based on the ideXlab platform.
-
a closer look at the relationship of cognitive and metacognitive strategy use to efl reading Achievement Test performance
Language Testing, 2003Co-Authors: Aek PhakitiAbstract:This article reports on an investigation into the relationship of Test-takers’ use of cognitive and metacognitive strategies to the EFL (English as a foreign language) reading Test performance. The study employed both quantitative and qualitative data analyses. The 384 students enrolled in a fundamental English course at a Thai university took an 85-item, multiple-choice reading comprehension Achievement Test, followed by a cognitive-metacognitive questionnaire on how they thought while completing the Test. Eight of these students (4 highly successful and 4 unsuccessful)were selected for retrospective interviews. The results suggested that (1) the use of cognitive and metacognitive strategies had a positive relationship to the reading Test performance; and (2) highly successful Test-takers reported significantly higher metacognitive strategy use than the moderately successful ones who in turn reported higher use of these strategies than the unsuccessful Test-takers. Discussion of the findings and implicat...
Sin Pui Cheung - One of the best experts on this subject based on the ideXlab platform.
-
evaluation of the effects of medium of instruction on the science learning of hong kong secondary students performance on the science Achievement Test
Bilingual Research Journal, 2003Co-Authors: Din Yan Yip, Wing Kwong Tsang, Sin Pui CheungAbstract:Abstract This paper is the first of a series of articles reporting the findings of a longitudinal study on the impact of a new language policy about the medium of instruction on science learning of secondary students in Hong Kong. This paper compares the science Achievement of Chinese students learning science through a second language, English, with that of students receiving instruction in their mother tongue, Chinese. Based on the scores on a science Achievement Test made up of multiple-choice and free-response questions, the English-medium students, despite their higher initial ability, were found to perform much more poorly than their Chinese-medium peers. They were particularly weak in problems that assess understanding of abstract concepts, the ability to discriminate between scientific terms, and the ability to apply scientific knowledge in novel or realistic situations. This result implies that the English-medium students were handicapped in science learning by their low levels of English profici...
Stephen N Elliott - One of the best experts on this subject based on the ideXlab platform.
-
effects and perceived consequences of using read aloud and teacher recommended Testing accommodations on a reading Achievement Test
School Psychology Review, 2003Co-Authors: Brian C Mckevitt, Stephen N ElliottAbstract:Abstract. This investigation examined the effects and consequences of using Testing accommodations, including reading aloud Test content, with a group of eighth-grade students (N = 79) on a standardized reading Test. Research questions pertaining to the effects of accommodations on reading Test scores and consequences of Testing on teacher and student attitudes were addressed using a repeated measures experimental design and postassessment questionnaires. Results demonstrated that individualized packages of accommodations with or without a read-aloud accommodation had minimal benefit for groups of students with and without disabilities and did not differentially benefit one group of students over another. Accommodations did, however, positively affect many individuals' Test scores within groups of students with and without disabilities. Furthermore, teachers and students expressed mixed feelings about accommodations and Testing in general. Overall, this study added evidence to support the popular view that reading aloud a reading Test may have an invalidating effect on Test scores. Implications of these findings on Testing accommodation practices and future research are discussed, with particular attention to validity issues when using a read-aloud accommodation. ********** Testing accommodations frequently are used with students with disabilities to facilitate their participation in various types of assessments. "Testing accommodations are changes in the way a Test is administered or responded to by a student. Testing accommodations are intended to offset distortions in Test scores caused by a disability without invalidating or changing what the Test measures" (Elliott, Kratochwill, & Schulte, 1999, p. 2). Educators and policy makers have long recognized the importance of knowing the academic progress of students with disabilities and now require they participate in large-scale accountability assessments. Despite the increasing use of Testing accommodations in assessments, educators and researchers continue to ask questions about their use and the validity of Testing accommodations (Elliott, Braden, & White, 2001; Langenfeld, Thurlow, & Scott, 1997). Reading is a Test content area in which educators seem to have many questions about the appropriate use of Testing accommodations (Bielinski, Ysseldyke, Bolt, Friedebach, & Friedebach, in press). For example, many educators and Testing experts consider reading aloud the Test content (i.e., a read-aloud accommodation) of a reading comprehension Test to be an invalid accommodation because the Test is intended to measure reading skills, including word recognition, fluency, and comprehension. Yet, read-aloud accommodations are currently allowed with no restrictions in at least nine states (Thurlow, Seyfarth, Scott, & Ysseldyke, 1997). To date, there have been few published studies that have examined the effects of a read-aloud accommodation on scores of a reading Test, nor has there been a study comparing the effect of a read-aloud accommodation to accommodations that are less questionable (e.g., extra time, quiet room) for use on a reading Test. Documenting student performance in reading has always been important, but with the 1997 amendments to the Individuals with Disabilities Education Act (IDEA; Pub. L. No. 105-17) and the No Child Left Behind Act of 2001, accurately documenting all students' performance on reading has become an essential element of school accountability (U.S. Department of Education, 2002). If read-aloud accommodations invalidate reading Test scores as popular opinion hypothesizes, then it is important to understand their effects and consequences on students' Test performance. The purpose of this study was to add to the growing body of accommodations research by providing data-based evidence about the effects and consequences of using Testing accommodations on a reading Achievement Test for students with and without disabilities. …
Jeffrey R Kaiser - One of the best experts on this subject based on the ideXlab platform.
-
the impact of prematurity and maternal socioeconomic status and education level on Achievement Test scores up to 8th grade
PLOS ONE, 2018Co-Authors: Nahed O Elhassan, Shasha Bai, Neal Gibson, Greg Holland, James M Robbins, Jeffrey R KaiserAbstract:Background The relative influence of prematurity vs. maternal social factors (socioeconomic status and education level) on academic performance has rarely been examined. Objective To examine the impact of prematurity and maternal social factors on academic performance from 3rd through 8th grade. Methods We conducted a retrospective cohort study of infants born in 1998 at the University of Arkansas for Medical Sciences. The study sample included 58 extremely low gestational age newborns (ELGANs, 23‒<28 weeks), 171 preterm (≥28‒<34 weeks), 228 late preterm (≥34‒<37 weeks), and 967 term ((≥37‒<42 weeks) infants. Neonatal and maternal variables were collected including maternal insurance status (proxy measure for socioeconomic status) and education level. The primary outcomes were literacy and mathematics Achievement-Test scores from 3rd through 8th grade. Linear mixed models were used to identify significant predictors of academic performance. All two-way interactions between grade level, gestational-age (GA) groups, and social factors were Tested for statistical significance. Results Prematurity, social factors, gender, race, gravidity, and Apgar score at one minute were critical determinants of academic performance. Favorable social factors were associated with a significant increase in both literacy and mathematic scores, while prematurity was associated with a significant decrease in mathematic scores. Examination of GA categories and social factors interaction suggested that the impact of social factors on Test scores was similar for all GA groups. Furthermore, the impact of social factors varied from grade to grade for literacy, while the influence of either GA groups or social factors was constant across grades for mathematics. For example, an ELGAN with favorable social factors had a predicted literacy score 104.1 (P <.001), 98.2 (P <.001), and 76.4 (P <.01) points higher than an otherwise similar disadvantaged term infant at grades 3, 5, and 8, respectively. The difference in their predicted mathematic scores was 33.4 points for all grades (P <.05). Conclusion While there were significant deficits in academic performance for ELGANs compared to PT, LPT, and term infants, the deficit could be offset by higher SES and better-educated mothers. These favorable social factors were critical to a child’s academic Achievement. The role of socioeconomic factors should be incorporated in discussions on outcome with families of preterm infants.
-
association between transient newborn hypoglycemia and fourth grade Achievement Test proficiency a population based study
JAMA Pediatrics, 2015Co-Authors: Jeffrey R Kaiser, Shasha Bai, Neal Gibson, Greg Holland, Tsai Mei Lin, Christopher J Swearingen, Jennifer K Mehl, Nahed O ElhassanAbstract:Importance Prolonged neonatal hypoglycemia is associated with poor long-term neurocognitive function. However, little is known about an association between early transient newborn hypoglycemia and academic Achievement. Objective To determine if early (within the first 3 hours of life) transient hypoglycemia (a single initial low glucose concentration, followed by a second value above a cutoff) is associated with subsequent poor academic performance. Design, Setting, and Participants A retrospective population-based cohort study of all infants born between January 1, 1998, and December 31, 1998, at the University of Arkansas for Medical Sciences who had at least 1 recorded glucose concentration (a universal newborn glucose screening policy was in effect) was conducted. Medical record data from newborns with normoglycemia or transient hypoglycemia were matched with their student Achievement Test scores in 2008 from the Arkansas Department of Education and anonymized. Logistic regression models were developed to evaluate the association between transient hypoglycemia and school-age Achievement Test proficiency based on perinatal factors. Common hypoglycemia cutoffs of a glucose level less than 35 mg/dL (primary) and less than 40 and 45 mg/dL (secondary) were investigated. All 1943 normoglycemic and transiently hypoglycemic infants (23-42 weeks’ gestation) were eligible for inclusion in the study. Infants with prolonged hypoglycemia, congenital anomalies, or chromosomal abnormalities were excluded from the study. Exposure Hypoglycemia as a newborn. Main Outcomes and Measures The primary outcome was proficiency on fourth-grade literacy and mathematics Achievement Tests at age 10 years. We hypothesized a priori that newborns with early transient hypoglycemia would be less proficient on fourth-grade Achievement Tests compared with normoglycemic newborns. Results Perinatal data were matched with fourth-grade Achievement Test scores in 1395 newborn-student pairs (71.8%). Transient hypoglycemia (glucose level Conclusions and Relevance Early transient newborn hypoglycemia was associated with lower Achievement Test scores at age 10 years. Given that our findings are serious and contrary to expert opinion, the results need to be validated in other populations before universal newborn glucose screening should be adopted.
April D Thames - One of the best experts on this subject based on the ideXlab platform.
-
quality of education predicts performance on the wide range Achievement Test 4th edition word reading subTest
Archives of Clinical Neuropsychology, 2014Co-Authors: Philip Sayegh, Alyssa Arentoft, Nicholas S Thaler, Andy C Dean, April D ThamesAbstract:The current study examined whether self-rated education quality predicts Wide Range Achievement Test-4th Edition (WRAT-4) Word Reading subTest and neurocognitive performance, and aimed to establish this subTest's construct validity as an educational quality measure. In a community-based adult sample (N = 106), we Tested whether education quality both increased the prediction of Word Reading scores beyond demographic variables and predicted global neurocognitive functioning after adjusting for WRAT-4. As expected, race/ethnicity and education predicted WRAT-4 reading performance. Hierarchical regression revealed that when including education quality, the amount of WRAT-4's explained variance increased significantly, with race/ethnicity and both education quality and years as significant predictors. Finally, WRAT-4 scores, but not education quality, predicted neurocognitive performance. Results support WRAT-4 Word Reading as a valid proxy measure for education quality and a key predictor of neurocognitive performance. Future research should examine these findings in larger, more diverse samples to determine their robust nature.
