Development and Validation of Extract the Base: An English Derivational Morphology Test for Third through Fifth Grade Monolingual Students and Spanish-Speaking English Language Learners

Autor/inn/en	Goodwin, Amanda P.; Huggins, A. Corinne; Carlo, Maria; Malabonga, Valerie; Kenyon, Dorry; Louguit, Mohammed; August, Diane
Titel	Development and Validation of Extract the Base: An English Derivational Morphology Test for Third through Fifth Grade Monolingual Students and Spanish-Speaking English Language Learners
Quelle	In: Language Testing, 29 (2012) 2, S.265-289 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/0265532211419827
Schlagwörter	Reading Comprehension; Speech Communication; Second Language Learning; Scoring; Monolingualism; Grade 5; English (Second Language); Morphology (Languages); Language Tests; Metalinguistics; Spanish Speaking; Elementary School Students; Test Validity; English Language Learners; Vocabulary; Language Fluency; Comparative Analysis; Test Reliability + Suchen Sie Ihr Suchwort? Leseverstehen; Zweitsprachenerwerb; Bewertung; School year 05; 5. Schuljahr; Schuljahr 05; English as second language; English; Second Language; Englisch als Zweitsprache; Morphology; Morphologie; Language test; Sprachtest; Metalanguage; Metasprache; Testvalidität; Wortschatz; Language skill; Language skills; Sprachkompetenz; Testreliabilität
Abstract	This study describes the development and validation of the Extract the Base test (ETB), which assesses derivational morphological awareness. Scores on this test were validated for 580 monolingual students and 373 Spanish-speaking English language learners (ELLs) in third through fifth grade. As part of the validation of the internal structure, which involved using the Generalized Partial Credit Model for tests with polytomous items, items on this test were shown to provide information about students of different abilities and also discriminate amongst such heterogeneous students. As part of the validation of the test's relationship to criterion, items were shown to correlate with measures of word identification, reading comprehension, and vocabulary measures. Differences in performances for fluent English students and ELLs, students of varied home language environments, and different grade levels were noted. Additionally, the task was validated using a dichotomous scoring system to provide reliability and validity information using this alternate scoring method. (Contains 1 note, 3 tables, and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10