A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

The Effect on Mathematics Achievement and Attitude of Homogeneous and Heterogeneous Grouping of Gifted Sixth-Grade Students

1996 ◽  
Vol 8 (2) ◽  
pp. 65-73 ◽  
Author(s):  
Barbara Hunt
Keyword(s):  
Mathematics Achievement ◽  
Gifted Students ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Heterogeneous Grouping ◽  
Homogeneous Grouping ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Students Attitudes ◽  
Low Ability

The primary purpose of this study was to identify the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping of gifted sixth grade students. The secondary purpose was to find the effect on mathematics achievement and attitude of homogeneous and heterogeneous grouping on average- and low-ability students. There were 208 subjects in the study. The results indicated that there was a positive effect for achievement in mathematics for identified gifted sixth graders in homogeneous grouping when compared to gifted students in heterogeneous grouping using the TOMA (Test of Mathematical Abilities) – Computation Subtest. No statistically significant difference was found for mathematics achievement for average and low ability students based on grouping. Quantitative and qualitative results will be shared related to students' attitudes toward grouping.

scholarly journals Test and Math Anxiety: A Validation of the German Test Anxiety Questionnaire

2013 ◽  
Vol 44 (2) ◽  
pp. 193-200 ◽  
Author(s):  
Kerstin Schnell ◽  
Ana Nanette Tibubos ◽  
Sonja Rohrmann ◽  
Volker Hodapp
Keyword(s):  
Construct Validity ◽  
Test Anxiety ◽  
Math Anxiety ◽  
Sixth Grade ◽  
Math Performance ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Additional Variance ◽  
German Adaptation ◽  
Anxiety Questionnaire

Abstract The present study investigated the construct validity of the Test Anxiety Questionnaire (Prüfungsangstfragebogen PAF; Hodapp, Rohrmann, & Ringeisen, 2011), a revised and shortened version of the German Test Anxiety Inventory (TAI-G), by comparing it with math anxiety. A sample of German fifth- and sixth-grade students (N = 79; 61 % male) was analyzed. Math anxiety was measured by a German adaptation of the Math Anxiety Questionnaire (Fragebogen für Rechenangst FRA; Krinzinger et al., 2007). A significant but moderate correlation between test anxiety and math anxiety was found. In regression analyses, math anxiety predicted math performance whereas test anxiety explained additional variance for both math and overall performance. It can be concluded that math and test anxiety have overlaps, but do not constitute the same construct. Thus, the results support the construct validity of the PAF indicating its usefulness in practical application.

scholarly journals THE EFFECT OF SUBTITLED ANIMATED CARTOON VIDEOS ON STUDENTS’ READING COMPREHENSION (A Quasi Experimental Study at The Sixth Grade Students of SDIT Al- Hasanah Kota Bengkulu)

2018 ◽  
Vol 1 (2) ◽  
pp. 20-29
Author(s):  
Gustian Pelani
Keyword(s):  
Experimental Study ◽  
Reading Comprehension ◽  
Sixth Grade ◽  
Animated Cartoon ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Quasi Experimental ◽  
Academic Year

Thisstudyaims toinvestigatewhetheror nottheuseofsubtitledanimated cartoonvideosaffectstudents’ reading comprehension and to findoutinwhat performanceof reading comprehension aspectstheexperimentaland controlclassdiffer. ThepopulationincludedallthesixthgradestudentsofSDITAlHasanahKotaBengkulu in  academic  year  2015/2016,  which  consisted  of  77  students.  The  sampleswere  52 studentsthatwere taken fromtwo classes.Theexperimentalclass receiveda treatmentby usinganimatedcartoonvideoswithbimodalsubtitles, while thecontrolclasswas taught byusinganimatedcartoonvideoswithoutsubtitles.A pre-testwasgiven tobothclasses beforetreatment.Thedata wereanalyzedbyusingSPSS16for t-testformula.Theresults show that, firstly, therewasa statistically significantdifferencebetween thegroups in readingcomprehension scores.Therefore, itwasconcluded thattheuse ofsubtitled animated cartoon videoscould improvestudents’ reading comprehension. Secondly, for reading  comprehension  aspects,  the  experimental  class  and  the  control  class  were different inthe literalperformanceaspect.However,intheinferenceperformance,it showed  no  significant  difference.  Based  on  the  results,  it  wasrecommended  to  use subtitled animatedcartoonvideosastheteaching aidinteachingreadingcomprehension

Effects of Visual and Auditory Background on Reading Test Performance

1971 ◽  
Vol 38 (1) ◽  
pp. 43-50 ◽  
Author(s):  
John L. Carter ◽  
Angelo Diaz
Keyword(s):  
Reading Achievement ◽  
Stimulus Control ◽  
Test Performance ◽  
Sixth Grade ◽  
Reading Test ◽  
Age Group ◽  
Auditory Distraction ◽  
Teaching Materials ◽  
Brain Injured ◽  
Overall Performance

Forty-two brain injured and 42 non brain injured sixth grade boys were administered reading achievement tests under three visual and three auditory distraction conditions. The results indicated that (a) the overall performance was higher for the non brain injured group, and (b) increased amounts of visual and/or auditory distraction did not result in significantly lower scores for either group. It is concluded that many assumptions concerning stimulus control and teaching materials and methodology for brain injured children of this age group should be questioned.

scholarly journals PERBAIKAN INTENSITAS CAHAYA MEMPERCEPAT WAKTU REAKSI PADA SISWA KELAS ENAM SEKOLAH DASAR NOMOR 8 DAUH PURI DENPASAR

1970 ◽  
Vol 2 (1) ◽  
Author(s):  
Agha Bhargah ◽  
Made Muliarta
Keyword(s):  
Reaction Time ◽  
Light Intensity ◽  
Additional Data ◽  
Sixth Grade ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Post Test ◽  
Time Test ◽  
The One ◽  
Reaction Time Test

The learning process in a room with low intensity may cause the eyestrain amongstudents, it would be a disadvantage because it makes students become tired and sleepy. The assessment of fatigue used psychomotor reaction time test. This test provides a description of the fatigue that occurs among students. This study aims to investigate the influence of improvement of light intensity to the reaction time among sixth grade students at ElementarySchool Dauh Puri Number 8 Denpasar.This research was using pre experimental study with the one group pre test-post test design among sixth grade students at Elementary School Dauh Puri Number 8 Denpasar. This study used 22 subjects, 11 men and 11 women. The study was conducted first by measuring the reaction time after the first period of study is completed, and then the light intensity improved to meet the standards for one week. The second measurement of the reaction timedid after one week period of the intervention.The results showed a significant difference between the reaction time before the intervention (522 ms) and after the intervention (476 ms), CI 95% : 42.68 – 50.68, p = 0.000. There was additional data regarding the reaction time comparisons between men and women. The reaction time is faster in men (480 ms) than in women (564 ms), p = 0.004. It was concluded that the improvement of light intensity is able to accelerate the reaction time, and reaction time is faster in men than women.

The Impact of Repeated Reading Strategy on Improving Reading Comprehension and Vocabulary Development in English language among Sixth Grade Students in Jordan: أثر استراتيجية القراءة المتكررة في تحسين الفهم القرائي وتنمية المفردات باللغة الإنجليزية لدى طالبات الصف السادس الأساسي في الأردن

2020 ◽  
Vol 4 (45) ◽  
Author(s):  
Rula Mohammad Mahmoud Hmeidan
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Repeated Reading ◽  
Sixth Grade ◽  
Reading Strategy ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
The Impact ◽  
Essay Test ◽  
Experimental Group

This study aims to find out the impact of the repeated reading strategy on improving reading comprehension and development vocabulary in the English language of the sixth-grade students in Jordan. The study was applied to 60 students of the sixth-grade students in Wadi Al-Seer secondary girl's school. On section consisting of 30 students was classified as an experimental group, whereas another section consisting of 30 students was classified as a control group. The experimental group was taught a short story by using the repeated strategy. To measure the effect this story on improving reading comprehension and development vocabulary the researcher used two tools: they are reading comprehension test, which is an essay test consisting of 10 questions and vocabulary test, which also is an essay test consisting of 10 questions. After conducting the study and conducting the appropriate statistical analyses, the results of the study revealed that there is a statistically significant difference at the (α = 0.05) between the two means for the performance of the participants in reading comprehension and vocabulary. This result is ascribed to the teaching strategy and to the group members who received teaching the story by adopting the repeated reading strategy.

scholarly journals The Effectiveness of a Proposed Program based on TRIZ’s Theory (Innovative Solutions to Problems) in Treating Sixth-Grade Students’ Reading Difficulties

2019 ◽  
Vol 13 (1) ◽  
pp. 1
Author(s):  
Ahmed S. Al-Ahwal
Keyword(s):  
Reading Difficulties ◽  
Sixth Grade ◽  
Reading Test ◽  
Male And Female ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Innovative Solutions ◽  
Program Application ◽  
And Control

The aim of the study was to prepare a program based on some of the principles of TRIZ (Innovative Solutions to Problems) to overcome some of the difficulties encountered by sixth-grade students. The study tools included a list of reading difficulties on two levels: identification and comprehension, the proposed program, teacher of the program  application of the program, and the reading-test  measuring  the effectiveness of the proposed program. Seventy male and female  sixth-grade students were randomly divided in two groups:  experimental and control. The study confirmed the effectiveness of the proposed program in treating  some reading difficulties. In addition, the students' reading showed a statistically significant difference at  (0.05). These differences have been established in the direction of the group and its relevance.

Attention, Preference, and Identity in Music Listening by Middle School Students of Different Linguistic Backgrounds

2007 ◽  
Vol 55 (3) ◽  
pp. 204-219 ◽  
Author(s):  
Carlos R. Abril ◽  
Patricia J. Flowers
Keyword(s):  
Sixth Grade ◽  
The United States ◽  
Music Listening ◽  
Bilingual Students ◽  
School Students ◽  
Qualitative And Quantitative ◽  
School Settings ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Linguistic Backgrounds

Monolingual (English) and bilingual (English, Spanish) sixth-grade students (N = 60) from two urban school settings in the United States listened to three versions of the same song (English, Spanish, and instrumental). While listening to each example, students tapped a computer touch pad every time they became distracted from the music. After listening, students described the nature of their distractions, and rated each song version for preference and identity. Finally, students were asked to describe the reason for their preference decisions. Analysis revealed no significant difference between monolingual and bilingual students in the number of self-reported distractions. However, there were significant differences by song version, with fewer reported distractions for the instrumental version. Qualitative and quantitative differences in distractions were noted between monolingual and bilingual students. There was a significant positive correlation between identity and preference. Bilingual students preferred and identified most closely with the Spanish version; monolingual students preferred and identified most closely with the instrumental version.

scholarly journals The effect of teaching self- questioning strategy in increasing the achievement of sixth primary students in science in private education schools in Dammam: أثر التدريس باستراتيجية التساؤل الذاتي في زيادة تحصيل طالبات السادس الابتدائي في العلوم بمدارس التربية الأهلية بالدمام

2019 ◽  
Vol 3 (29) ◽  
Author(s):  
Nujoom Abdullah alsabey
Keyword(s):  
Sixth Grade ◽  
Achievement Test ◽  
Experimental Methodology ◽  
Control Group ◽  
Significance Level ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
And Control ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of the use of self-questioning in the understanding of sixth grade students in Science Course. The researcher used the experimental methodology for independent groups to investigate the impact of the independent variable, which is a self-questioning strategy on the dependent variable, which is understanding. The study sample consisted of 40 students from the sixth grade students from National Education Schools in Dammam; equally divided into two groups of 20 students in each group (experimental and control), and after making sure from groups' equivalence by applying the tools of the study, having been taught the experimental group by using self-questioning strategy, while the control group has been studied the unit by using the traditional method. After the completion of the study of prescribed content study, study tools (achievement test) were applied then. The results indicated to the presence of a statistically significant difference (at the significance level <0. 05) between the mean scores of the two groups' students (experimental and control) in achievement test posttest for the experimental group. Since the results of the study were positive in increasing the achievement, the researcher recommended the need to use self-questioning to raise the level of achievement of learners in Science Course.    

Sign in / Sign up

Export Citation Format

Share Document