rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: relationship of language proficiency, general intelligence, and reading achievement with a sample of low performing, limited English proficient students
  name:
    name part: Jones, Charlotte Kennedy.
    role:
      role term: creator
  name:
    name part: Ash, Michael J.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2010
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: electronic
    form: remote
    extent: 1 online resource.
  abstract: The present study had three purposes. The first was to examine the score reliability of instruments purported to be appropriate in the assessment of students with limited English proficiency (LEP). The second was to investigate the criterion-related validity of the Universal Nonverbal Intelligence Test (UNIT) with a sample of low-performing, Hispanic students. The third purpose was to explore the contribution of language proficiency in the dominant language (L1) and the language proficiency in the subordinate language (L2) in the prediction of reading achievement in L1. Participants included first and third grade students of Hispanic origin who scored below the median for their district on a state-approved, district-administered measure of literacy in first grade. Satisfactory internal consistency estimates were achieved with a sample of LEP students (n=24) on the UNIT, the Woodcock-Mun̋oz Language Survey (WMLS) in English and in Spanish, and the Batería Woodcock-Mun̋oz: Pruebas de Approvechamiento-Revisada (Batería-R APR). For first grade students, scores from the UNIT demonstrated satisfactory concurrent validity with those from the Woodcock Johnson III: Tests of Achievement (WJ-III ACH) for a sample of Hispanic, non-LEP students (n=89). However, the concurrent validity of the UNIT was not upheld for a sample of Hispanic, LEP students administered the Batería-R APR (n=56). Regarding predictive validity, results from simple linear regression analyses suggested that performance on the UNIT in first grade accounted for a negligible portion of the variance on the Texas high-stakes reading test in third grade for a group of LEP students (n=51) as well as for a group of non-LEP students (n=77). Language proficiency in L1 emerged as a positive predictor of reading achievement in L1. However, language proficiency in L2 was not shown to be a statistically significant, independent contributor to this relationship with reading achievement on the Batería-R APR (n=79), WJ-III …
  note: by Charlotte Kennedy Jones.
  note: "Major Subject: School Psychology"
  note: Title from author supplied metadata (automated record created 2010-03-12 12:08:51).
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2006 http://hdl.handle.net/1969.1/ETD-TAMU-1204
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major school psychology
  subject:
    topic: Limited English Proficient
  subject:
    topic: Achievement
  subject:
    topic: Intelligence
  subject:
    topic: Language Proficiency
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-1204
  record info:
    record content source: TXA
    record creation date: 100429
    record change date: 20151201150210.0
    record identifier: in00002591651