The Use of a Standardized Reading Achievement Test with Two Levels of Socio-Economic Status Pupils,

The Peabody Picture Vocabulary Test correlates significantly with language ability (Teasdale, 1969) and reading achievement of children of lower socio-economic status (Hall, 1970). The need to develop measures of reading achievement for children with severe difficulties in spoken language (deaf and aphasics) suggested to us the possibility of modifying the Peabody to assess reading recognition of single words by such children. To obtain an estimate of the correlation between the Peabody as a reading test and the Wide Range Achievement Test (Jastak, 1965) 38 children with a MCA of 9 yr., 5 mo. and a MIQ of 103.9 were tested. They had been referred for evaluation of suspected learning disabilities. Target words from the Peabody were reprinted in enlarged type and presented visually to Ss who indicated their knowledge of each word by pointing to the appropriate picture. Standard Peabody basal and ceiling scoring criteria were used. The Wide Range Achievement Test was administered in standard form as an oral word-recognition test.

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Measuring the Effect of Parents’ Socio-economic Status and Early Literacy Experience on Moroccan Students’ Reading Comprehension Development: An Illustration from PIRLS 2016

Journal of English Language Teaching and Linguistics ◽

10.21462/jeltl.v4i3.299 ◽

2019 ◽

Vol 4 (3) ◽

pp. 275

Author(s):

Neirouz Nadori

Keyword(s):

Reading Comprehension ◽

Reading Achievement ◽

Early Literacy ◽

Educational Level ◽

Economic Status ◽

Socio Economic Status ◽

Home Based ◽

Comprehension Development ◽

Before School ◽

Literacy Experience

<p><em>Because students’ reading development is a subject to many influences, home-based factors constitute important components in this process. Parents socio-economic status (parents’ occupation and educational level) as well as early literacy experience before school are strongly linked to students’ reading comprehension achievement. However, less is known about home-based effects on Moroccan students’ reading comprehension development. This research is concerned with investigating the relations between early literacy experience before school, parents’ occupation and educational level and reading comprehension development. This study is framed within developmental systems framework. This perspective states that influences on reading achievement do not exist in isolation and that we must direct attention towards examining the interactions between the different layers of the systems (psychological and contextual factors) and the learners’ developmental outcomes (reading comprehension achievement). The reading comprehension is measured based on two reading purposes; a) reading for literary experience, b) reading to acquire and use information. Data of 7805 grade 4 students participating in PIRLS 2016 (Progress in International Reading Literacy Study) is investigated. A multilevel linear regression analysis is used to model the relationship between parents’ SES, early literacy experience and reading comprehension achievement. These home-based factors explain 15% of variance in reading achievement. Early literacy activities before school and parents’ educational level, particularly fathers’ education have a substantial impact on reading comprehension achievement. These findings have important practical implications for encouraging early literacy experience before school and enhancing parents’ educational involvement</em></p>

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Oral Language Behavior of Older Cerebral Palsied Children

Journal of Speech and Hearing Research ◽

10.1044/jshr.0704.349 ◽

1964 ◽

Vol 7 (4) ◽

pp. 349-359 ◽

Cited By ~ 3

Author(s):

Russell J. Love

Keyword(s):

Oral Language ◽

Economic Status ◽

Educational Background ◽

Socio Economic Status ◽

Language Behavior ◽

Hearing Acuity

A battery of six tests assessing various aspects of receptive and expressive oral language was administered to 27 cerebral palsied children and controls matched on the variables of age, intelligence, sex, race, hearing acuity, socio-economic status, and similarity of educational background. Results indicated only minimal differences between groups. Signs of deviancy in language behavior often attributed to the cerebral palsied were not observed. Although previous investigators have suggested consistent language disturbances in the cerebral palsied, evidence for a disorder of comprehension and formulation of oral symobls was not found.

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