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Direct linkSok, Sarah; Shin, Hye Won; Do, Juhyun – Language Testing, 2021
Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners' test performance, few of these studies have involved young learners. Given that young L2…
Descriptors: Listening Comprehension Tests, Reading Comprehension, Performance Factors, Elementary School Students
Rhoad-Drogalis, Anna; Sawyer, Brook E.; Justice, Laura M.; O'Connell, Ann A. – Early Education and Development, 2018
Research Findings: This study reports on the dimensionality and validation of the Preschool Learning Behaviors Scale (PLBS) for use in a sample of preschool children in early childhood special education classrooms. The PLBS is a teacher-report instrument that characterizes children's approaches to learning. The sample included 600 preschool-age…
Descriptors: Early Childhood Education, Preschool Children, Special Education, Student Behavior
Williamson, Pamela; Carnahan, Christina R.; Jacobs, Jennifer A. – Exceptional Children, 2012
Using a constructivist grounded theory approach, this study sought to understand what influences reading comprehension and how meaning is made from text among high-functioning individuals with autism spectrum disorder (ASD). Using a think-aloud procedure, 13 individuals ages 7-13 with ASD read 16 passages at their instructional reading level.…
Descriptors: Grounded Theory, Constructivism (Learning), Reading Comprehension, Protocol Analysis
