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The Disjunctive Fallacy between Discrete-Point and Integrative Tests.
Peer reviewed Peer reviewed
Farhady, Hossein – TESOL Quarterly, 1979
This article discusses the controversy between advocates of the discrete-point test and the integrative test as measures of the language proficiency of students of English as a second language. (CFM)
Descriptors: English (Second Language), Foreign Students, Language Proficiency, Language Tests
A Test of Proficiency in Black Standard and Nonstandard Speech
Peer reviewed Peer reviewed
Politzer, Robert L.; And Others – TESOL Quarterly, 1974
Research conducted at the Stanford Center for Research and Development in Teaching. (HW)
Descriptors: Correlation, Language Proficiency, Language Tests, Nonstandard Dialects
Keying Results on the CELT-Structure Test to U.S. Grade Level Instructional Materials
Peer reviewed Peer reviewed
Moran, Ross T. – TESOL Quarterly, 1978
It would be beneficial for ESL instructors to know the U.S. grade equivalent English ability of their students for placement purposes, especially if their instructional materials are keyed for U.S. classrooms. For this purpose, the Stanford Intermediate Level I Reading Comprehension Test was compared with the CELT-Structure Test. (Author/RM)
Descriptors: English (Second Language), Grade Equivalent Scores, Group Norms, Higher Education
A Special Reading System for Second Language Learners.
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Feldman, Doris – TESOL Quarterly, 1978
A special reading system was developed for elementary school children learning to read for the first time in their second language, English. This paper describes the reading system and traces its success over a four-year period as measured through standardized testing instruments. (Author)
Descriptors: Beginning Reading, Elementary Education, English (Second Language), Language Instruction