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Language-Specific Non-Words for the Assessment of Working Memory: Dealing with Bilingual Children
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Zaretsky, Eugen; Lange, Benjamin P. – Communication Disorders Quarterly, 2023
Bilingual children with a limited command of the second language (L2) often yield unsatisfactory results in L2-based non-word repetition tasks (NWRT) for the assessment of working memory. In this study, monolinguals (MO) and bilinguals (BI) of preschool age acquiring German were compared in regard to their performance on German-based NWRT to…
Descriptors: Bilingualism, German, Second Language Learning, Second Language Instruction
Linguistic Distance and Translation Differential Item Functioning on Trends in International Mathematics and Science Study Mathematics Assessment Items
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Gökçe, Semirhan; Berberoglu, Giray; Wells, Craig S.; Sireci, Stephen G. – Journal of Psychoeducational Assessment, 2021
The 2015 Trends in International Mathematics and Science Study (TIMSS) involved 57 countries and 43 different languages to assess students' achievement in mathematics and science. The purpose of this study is to evaluate whether items and test scores are affected as the differences between language families and cultures increase. Using…
Descriptors: Language Classification, Elementary Secondary Education, Mathematics Achievement, Mathematics Tests
Cross-Language Distance Influences Receptive Vocabulary Outcomes of Bilingual Children
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Blom, Elma; Boerma, Tessel; Bosma, Evelyn; Cornips, Leonie; van den Heuij, Kirsten; Timmermeister, Mona – First Language, 2020
Various studies have shown that bilingual children score lower than their monolingual peers on standardized receptive vocabulary tests. This study investigates if this effect is moderated by language distance. Dutch receptive vocabulary was tested with the Peabody Picture Vocabulary Test (PPVT). The impact of cross-language distance was examined…
Descriptors: Transfer of Training, Bilingualism, At Risk Students, Vocabulary Development
Online Formative Assessments as Valid Correlates of Foreign Language Proficiency Levels as Measured by IL/DLPT5 Summative Tests
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Castro-Peet, Alma Sandra – ProQuest LLC, 2017
Purpose: This study explored a technological contribution to education made by the Defense Language Institute Foreign Language Center (DLIFLC) in the formative assessment field. The purpose of this quantitative correlational study was to identify the relationship between online formative (Online Diagnostic Assessment; ODA) and summative (Defense…
Descriptors: Formative Evaluation, Academic Achievement, Semitic Languages, Second Language Learning
The Development of Language and Reading Skills in the Second and Third Languages of Multilingual Children in French Immersion
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Berube, Daniel; Marinova-Todd, Stefka H. – International Journal of Multilingualism, 2012
The relationship between first language (L1) typology, defined as the classification of languages according to their structural characteristics (e.g. phonological systems and writing systems), and the development of second (L2) and third (L3) language skills and literacy proficiency in multilingual children was investigated in this study. The…
Descriptors: Reading Comprehension, Multilingualism, Language Classification, Grade 4