ERIC Number: ED263785
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Using Oral and Written Language Responses from Two Language Inventories and Data from a Non-Verbal IQ Test to Predict ESL Reading Performance.
Perkins, Kyle; And Others
A study of predictors of reading comprehension in English as a second language had as subjects 33 adult students in full-time intensive English classes at the intermediate and advanced levels of reading. Each was tested with an oral and a written language inventory, and each response was recorded as syntagmatic or paradigmatic. Other tests included a standard nonverbal intelligence measure, a cloze test with 100 blanks, and a reading comprehension test containing 40 questions based on seven passages from various sources. The items in the reading test assessed word meaning in isolation and in context, inference, key points of the passage, and evaluation. The results suggest that a language-free intelligence measure is a better predictor of scores achieved on a cloze test and a reading comprehension test than responses to oral and written language inventories for an adult second-language subject pool. It is suggested that the responses to the language inventories are not as consistent and homogeneous as the intelligence test data because these intensive English students have not yet completed the syntagmatic-paradigmatic shift in English that usually occurs in native English speakers between the ages of 5 and 7 years. The oral and written language inventories and 17 tables are appended. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: In: Language Key to Learning. Selected Papers from the Annual State Convention of the Illinois Teachers of English to Speakers of Other Languages/Bilingual Education (12th, 1984). Volume V. (FL 015 399).