scholarly journals Dynamic Assessment and the Impact on English Language Learners' Reading Comprehension Performance

2012 ◽  
Vol 2 (2) ◽  
pp. 22 ◽  
Author(s):  
Jila Naeini ◽  
Emily Duvall
2020 ◽  
Vol 24 (1) ◽  
pp. 2156759X2097956
Author(s):  
Adonay A. Montes ◽  
Erika Ramos

The purpose of this study was to explore the impact of an 8-week academic navigational capital group with English language learner (ELL) students. Minimal research exists examining ELL students’ acquisition of navigational capital skills (skills needed to navigate and succeed in academic settings) in school. We used a pre- and postintervention survey to measure the impact of the group. Results showed growth in the academic navigational capital skills of all participants. Such increases represent a starting blueprint to consider when working with ELL students.


2007 ◽  
Vol 40 (3) ◽  
pp. 268-271

07–449Barber, Richard (Dubai Women's College, UAE), A practical model for creating efficient in-house placement tests. The Language Teacher (Japan Association for Language Teaching) 31.2 (2007), 3–7.07–450Chang, Yuh-Fang (National Chung Hsing U, Taiwan), On the use of the immediate recall task as a measure of second language reading comprehension. Language Testing (Hodder Arnold) 23.4 (2006), 520–543.07–451Hyun-Ju, Kim (U Seoul, Korea), World Englishes in language testing: A call for research. English Today (Cambridge University Press) 22.4 (2006), 32–39.07–452Mahon, Elizabeth A. (Durham Public Schools, North Carolina, USA), High-stakes testing and English language learners: Questions of validity. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 479–497.07–453McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.07–454Menken, Kate (City U New York, USA), Teaching to the test: How no child left behind impacts language policy, curriculum, and instruction for English language learners. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 521–547.07–455Pae, Tae-Il (Yeungnam U, China) & Gi-Pyo Park, Examining the relationship between differential item functioning and differential test functioning.Language Testing (Hodder Arnold) 23.4 (2006), 475–496.07–456Rimmer, Wayne (U Reading, UK), Measuring grammatical complexity: The Gordian knot. Language Testing (Hodder Arnold) 23.4 (2006), 497–519.07–457Rupp, André A. (Humboldt U, Berlin, Germany) Tracy Ferne & Hyeran Choi, How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing (Hodder Arnold) 23.4 (2006), 441–474.07–458Vanderveen, Terry (Kangawa U, Japan), The effect of EFL students' self-monitoring on class achievement test scores. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 197–206.07–459Van Moere, Alistair (Lancaster U, UK), Validity evidence in a university group oral test. Language Testing (Hodder Arnold) 23.4 (2006), 411–440.


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