We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
CBM Language Measures as Indicators of Foreign-Language Learning: Technical Adequacy of Scores for Secondary-School Students.
- Authors
Hoefnagel, Laura; Espin, Christine A.; Rippe, Ralph
- Abstract
Students with and without learning disabilities often struggle to learn a foreign language (FL). Teachers could benefit from a measure designed to screen and identify students at risk for FL learning difficulties. In this study, we examined the reliability and validity of scores from four curriculum-based measures (CBM) as potential indicators of English FL learning: reading aloud, maze selection, and English-to-Dutch and Dutch-to-English word translation. Participants were 133 Dutch students in Grade 8. Criterion variables were English course grades and scores on a standardized achievement test (Cito-VAS). Alternate-form reliability ranged from r = .77 to .87. Correlations between CBM and criterion measure scores ranged from r = -.04 to .65. Scores from maze selection and reading aloud alone predicted English-language proficiency better than a combination of scores from the four measures, explaining 29.7% and 23.6% of the variance, respectively. Implications for the use of CBM for FL screening and progress-monitoring are discussed.
- Subjects
FOREIGN language education; SECONDARY schools; CURRICULUM-based assessment; LEARNING disabilities; STUDENTS with disabilities
- Publication
International Journal for Research in Learning Disabilities, 2021, Vol 5, Issue 1, p42
- ISSN
2325-565X
- Publication type
Article
- DOI
10.28987/5.1.42