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ERIC Number: ED441813
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Measuring Math--Not Reading--on a Math Assessment: A Language Accommodations Study of English Language Learners and Other Special Populations.
Kiplinger, Vonda L.; Haug, Carolyn A.; Abedi, Jamal
In 1998 it became apparent that support for state assessments in Spanish at the elementary level was waning in Colorado, and it was likely that only an English-language version would be available for the grade 5 mathematics assessment in 1999. A study was conducted to provide empirical results to inform decisions regarding language accommodations for students who are English language learners from all language backgrounds and students with special needs. Three test forms of the mathematics test were administered to 1,198 fourth graders in 1999: (1) original English; (2) simplified English; and (3) original English with glossary. The initial conclusion that can be drawn from these data is that performance on mathematics assessments with high proportions of word problems is directly related to proficiency in reading English. Examination of mathematics performance within Language Assessment Scale categories (measure of English proficiency) shows that simplification of linguistic structures and the addition of a glossary for nonmathematics vocabulary to a mathematics assessment results in better performance by English language learners and other students who are not good readers. Data suggest that linguistic simplification or clarification of the vocabulary of mathematics word problems can benefit virtually all students. (Contains 8 tables and 30 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado