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Park, Ji-Hyun – ProQuest LLC, 2017
Syntactic (i.e., grammatical) complexity refers to the range and the degree of sophistication of the forms that appear in language production (Ortega, 2003). This concept has long been regarded as an important construct of language proficiency and has been actively investigated in the field of second language (L2) writing. Syntactic complexity is…
Descriptors: Syntax, Writing Skills, Difficulty Level, Language Proficiency
Kim, Jennifer Sun – ProQuest LLC, 2012
This study examines the predictive validity of literacy measures from the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) for Spanish-speaking English language learners (ELs). Third grade EL students were screened three times during the year with DIBELS Oral Reading Fluency (DORF) and Daze. Predictive validity of the scores was examined…
Descriptors: Predictive Validity, English Language Learners, Scores, Measures (Individuals)
Chavez, Gina – ProQuest LLC, 2013
Few classroom measures of English language proficiency have been evaluated for reliability and validity. This research examined the concurrent and predictive validity of an oral language test, titled A Developmental English Language Proficiency Test (ADEPT), and the relationship to the California English Language Development Test (CELDT) in the…
Descriptors: Oral Language, Language Proficiency, English (Second Language), Second Language Learning
Farmer, Ella – ProQuest LLC, 2013
In the current educational climate, school districts and states are being held accountable for the progress of all students. Students who speak another language at home and have limited English proficiency, known as English Language Learners (ELLs), continue to underperform when compared to English proficient peers. The purpose of the study was to…
Descriptors: Predictive Validity, English Language Learners, Language Proficiency, Hierarchical Linear Modeling
Slama, Rachel B. – ProQuest LLC, 2012
A major problem facing educators in the United States is how to determine when the nation's five million English language learners (ELL) are ready to exit language-learning programs, i.e. to be "reclassified" as fluent English proficient (R-FEP) and placed in mainstream classrooms without additional language support. No Child Left Behind…
Descriptors: English (Second Language), Public Schools, Language Proficiency, Mainstreaming