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The Effect of a Simplified English Language Dictionary on a Reading Test. LEP Projects Report 1 [microform] / Deb Albus, John Bielinski and Martha Thurlow
Bib ID 5684561
Format BookBook, MicroformMicroform, OnlineOnline
Author
Albus, Deb
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 2001 
26 p. 
Summary

This study was conducted to examine whether using a monolingual, simplified English dictionary as an accommodation on a reading test with limited-English-proficient (LEP) Hmong students improved test performance. Hmong students were chosen because they are often not literate in their first language. For these students, bilingual dictionaries are not likely to be useful. Students for this study were drawn from three urban middle schools in metropolitan Minneapolis. There were a total of 69 students in the non-LEP group, and 133 students in the Hmong LEP group. The study used a control group of non-LEP students and an experimental group of Hmong LEP students. All students were administered two reading passages with an English dictionary available, and two passages without a dictionary available, varying passage order and accommodation in both study groups. The students' test performance on the two reading passages with dictionary accommodations was then compared to their test performance on the two passages without dictionary accommodation. The results showed that there was not a significant difference in reading comprehension scores for students in either the LEP or non-LEP group under accommodation conditions. However, it was found that the Hmong LEP students who reported using the accommodated (simplified) English dictionary showed a moderately significant gain. Issues discussed include student dictionary ability, dictionary interactions with test items, test development considerations, and current beliefs about dictionary accommodations and reading assessment. The pretest and posttest are included in appendices. (Contains 25 references.) (KFT)

Notes

Availability: For full text: http://education.umn.edu/nceo/OnlinePubs/LEP1.html.

Sponsoring Agency: Special Education Programs (ED/OSERS), Washington, DC. Research Projects Branch.

Contract Number: H326G000001.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Dictionaries.  |  English (Second Language)  |  Hmong.  |  Hmong People.  |  Limited English Speaking.  |  Literacy.  |  Middle School Students.  |  Middle Schools.  |  Pretests Posttests.  |  Reading Comprehension.  |  Second Language Instruction.  |  Second Language Learning.  |  Student Evaluation.  |  Test Construction.  |  Uncommonly Taught Languages.
Form/genre Numerical/Quantitative Data.  |  Reports, Research.
Other authors/contributors Bielinski, John, author  |  Thurlow, Martha, author  |  Liu, Kristin, author  |  National Center on Educational Outcomes, Minneapolis, MN
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