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Essay / Research Paper Abstract
A 3 page paper discussing the difficulties of measuring language proficiency. Several states have language-mastery requirements that public schools must achieve, and now the federal government has added a similar requirement for other states in the form of the No Child Left Behind program. As always, measurement of language proficiency can be difficult. Quantitative measurement – such as that provided through standardized testing – is seen as being most valid, but only if no other factors such as reading disability interfere. Qualitative measurement, perhaps as a conversation with individual students, may be necessary as well. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: CC6_KSresLang.rtf
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Unformatted sample text from the term paper:
Several states have language-mastery requirements that public schools must achieve, and now the federal government has added a similar requirement for other states in the form of the No Child
Left Behind program. As always, measurement of language proficiency can be difficult. Quantitative measurement - such as that provided through standardized testing - is seen as being most
valid, but only if no other factors such as reading disability interfere. Qualitative measurement, perhaps as a conversation with individual students, may be necessary as well. Disability Interference in
Language Measurement A trend that appears to be perennial is that of confusing lack of performance with lack of intelligence, or using lower
achievement results as an indicator of the presence of a learning disability. Some supposed learning disabilities are not disabilities at all, but rather a result of failure to "connect"
in earlier instruction. Collins, Dickson, Simmons and Kameenui (2000) report that metacognitive deficits limiting reading achievement can be indicators of learning disability, but they also may result from lack
of instruction or support at a critical time of development. Though the results for the student are the same, the method of rectifying or overcoming the deficits may greatly
differ. Any form can be instrumental in returning lower-than-optimum scores on language tests. Teachers sensitive to the cultural and linguistic differences that
may be operational can have significant effect on referral, assessment, placement and instructional practices. As example, a Hispanic child meaning to convey the idea, "that house is bigger" may
well write, "that house is more bigger." Rather than immediately assuming the child has a learning disability preventing her from grasping the concept of English grammar, the sensitive teacher
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