Visual Matching Test-Taking Strategies Used by Deaf Readers

1985 ◽  
Vol 28 (1) ◽  
pp. 2-7 ◽  
Author(s):  
Carol LaSasso
Keyword(s):  
Test Performance ◽  
Strategy Use ◽  
Deaf Children ◽  
Deaf Students ◽  
Test Taking ◽  
Matching Test ◽  
Deaf Readers ◽  
Test Taking Strategies ◽  
Visual Matching ◽  
Overall Performance

Earlier investigations of deaf students' test-taking strategies have described visual matching strategies consisting generally of locating a word in the question, locating the same word in the text, and selecting a response in visual proximity to that word. Studies to date have utilized multiple-choice measures. The present investigation sought to confirm and extend earlier findings by (a) determining whether visual matching test-taking strategies are used by deaf students in testing situations requiring them to generate responses; (b) describing these strategies, if found; (c) determining whether visual matching is related to overall test performance of deaf readers; and (d) determining whether there are differences between the strategies used by deaf and hearing readers with comparable SAT-HI reading comprehension test performance. The results of this investigation indicate extensive use of visual matching test-taking strategies by deaf subjects but not by hearing subjects. The extent of strategy use was not related to deaf subjects' overall performance on the lookback test. Nine variations of strategy were identified and described. Implications are drawn for teachers, researchers, and other practitioners working with deaf children.

scholarly journals ASL Stories with Handshape Rhyme: An Exploratory Intervention to Support English Vocabulary with Signing Deaf Readers Abstract An exploratory reading intervention using ASL stories, some with no visual handshape rhymes and others with handshape rhymes, t

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Merrilee R. Gietz ◽  
Jean F. Andrews ◽  
M Diane Clark
Keyword(s):  
American Sign Language ◽  
Reading Intervention ◽  
First Grade ◽  
English Word ◽  
Deaf Children ◽  
Deaf Students ◽  
Future Directions ◽  
Bilingual Programs ◽  
Word Families ◽  
Deaf Readers

Abstract   An exploratory reading intervention using ASL stories, some with no visual handshape rhymes and others with handshape rhymes, to foster English print vocabulary was evaluated. Four signing deaf students, who were prelingually and profoundly deaf, between the ages of seven and eight years of age and reading at the first-grade level or below were engaged in the intervention.  During group story time sessions, stories in American Sign Language (ASL) were presented on PowerPoint slides that included stories translated into both ASL and English, and short lessons using bilingual strategies. Using a pretest-posttest design, the print words were presented within ASL stories across three conditions; 1) with no ASL handshape rhyme, 2) with ASL handshape rhyme, and 3) with English word families (e.g., cat, sat, bat) that rhyme. Students’ vocabulary scores were significantly higher on the ASL stories with handshape rhymes, marginally significant in the non-rhyming ASL stories, and non-significant in the ones with rhyming English word families. This findings point to the importance of rhyme for young deaf children attending ASL/English bilingual programs and suggest that creating ASL stories with rhyme can help to bootstrap literacy.  Future directions for research are recommended.    

Students' Reasons for Changing Answers on Objective Tests

1987 ◽  
Vol 14 (4) ◽  
pp. 241-242 ◽  
Author(s):  
Mark A. Shatz ◽  
John B. Best
Keyword(s):  
Test Performance ◽  
Multiple Choice ◽  
Test Taking ◽  
Test Taking Strategies ◽  
Objective Tests

The circumstances under which answer changing is beneficial or detrimental to test performance were investigated. Undergraduates (N = 65) identified their reasons for changing answers on a 62-item multiple-choice examination. An analysis of the success of answer changing in relation to the reasons offered for changing was completed. Students who reported guessing as their reason for changing answers were not nearly as likely to benefit from their answer changing as were students who reported other reasons. Implications for previous work and test-taking strategies are discussed.

scholarly journals Test-taking strategies and Iranian EFL learners’ vocabulary and structure test performance

2017 ◽  
Vol 7 (1) ◽  
pp. 34
Author(s):  
Farkhondeh Pursiah ◽  
Nouroddin Yousofi ◽  
Mohammad Ahmadnejad
Keyword(s):  
Foreign Language ◽  
Test Performance ◽  
Cognitive Strategies ◽  
Vocabulary Test ◽  
Efl Learners ◽  
Test Items ◽  
Test Taking ◽  
Test Taking Strategies ◽  
Test Taking Strategy ◽  
Structure Test

Abstract   Test-taking strategies are conscious processes that respondents employ to enhance their performance on language tests. This article reports a study on test-taking strategies utilized by low and high proficiency female EFL respondents in completing multiple-choice vocabulary and structure tests. The study seeks to explore how test-taking strategies vary according to the participants’ proficiency level. Data were collected from 60 Persian EFL learners at a reputable institute on completing vocabulary and structure test items. The data were collected, categorized, and analyzed based on an adapted version of strategy questionnaire developed by Phakiti (2006). The results indicated that low-proficiency participants utilized mnemonic strategies more frequently than high-proficiency participants in completing both tests. In completing structure tests, high-proficiency participants employed mnemonic strategies more than cognitive and meta-cognitive strategies. In completing vocabulary test items, however, they drew almost equally on all three strategy types. The results also indicated that the low-proficiency participants did better in completing vocabulary test than high-proficiency participants did. Further, high proficiency participants performed better in structure tests than low proficiency participants did. The findings seem to indicate that foreign language learners rely more on mnemonic strategies than cognitive and meta-cognitive strategies due to their deficient competency in L2 knowledge. The results have implications for foreign language teachers and learners. Key words: Test-taking strategy, cognitive and meta-cognitive strategy, mnemonic strategy, Iranian EFL learners.

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