The challenges of the Ontario Secondary School Literacy Test for second language students
The challenges of the Ontario Secondary School Literacy Test for second language students
复制标题
安大略省中学读写能力测试对第二语言学生的挑战
DOI：
10.1177/0265532207076363
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Ying Zheng
中科院分区：
文献类型：
--
作者：
Liying Cheng;D. Klinger;Ying Zheng
安大略中学读写能力测试（OSSLT）的结果表明，英语作为第二语言（ESL）和英语读写能力发展（ELD）学生的成功率相对较低，推迟率较高。本研究调查了2002年和2003年ESL/ELD学生和非ESL/ELD学生的OSSLT考试成绩，以确定和了解可能有助于解释ESL/ELD学生考试失败率相对较高的因素。分析亦试图确定ESL/ELD学生的测试表现是否存在显著和系统性的差异。ESL/ELD学生在项目格式、阅读文本类型、技能和策略以及四项写作任务方面的表现一致且相似地较低。判别分析发现，叙事文本类型，间接理解技能，词汇策略的阅读，和新闻报道写作任务是显着的预测ESL/ELD成员。本研究的结果提供了方向，进一步的研究和指导，这些第二语言的学生的英语读写成绩的背景下，必须完成大规模的英语读写测试设计和构建的第一英语语言的学生。
Results from the Ontario Secondary School Literacy Test (OSSLT) indicate that English as a Second Language (ESL) and English Literacy Development (ELD) students have comparatively low success and high deferral rates. This study examined the 2002 and 2003 OSSLT test performances of ESL/ELD and non-ESL/ELD students in order to identify and understand the factors that may help explain why ESL/ELD students failed the test at relatively high rates. The analyses also attempted to determine if there were significant and systematic differences in ESL/ELD students' test performance. The performance of ESL/ELD students was consistently and similarly lower across item formats, reading text types, skills and strategies, and the four writing tasks. Using discriminant analyses, it was found that narrative text type, indirect understanding skill, vocabulary strategy of reading, and the news report writing task were significant predictors of ESL/ELD membership. The results of this study provide direction for further research and instruction regarding English literacy achievement for these second language students within the context of having to complete large-scale English literacy tests designed and constructed for first English language students.