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- <p>English language -- Textbooks for foreign speakers -- Japanese.</p> (1)
- <p>Linguistics.</p> <p>Functionalism (Linguistics)</p> <p>Readers.</p> (1)
- <p>School psychology.</p> <p>Oral reading -- Ability testing.</p> <p>Reading comprehension -- Ability testing.</p> (1)
- AIMSweb (1)
- Clause complex (1)
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- Common Core (1)
- Curriculum-based measurement (1)
- Graded readers (1)
- Grammatical metaphor (1)
- High-stakes testing (1)
- Japanese EFL textbooks (1)
- Oral reading fluency (1)
- Predictive validity (1)
- Reading comprehension (1)
- Smarter Balanced Assessment (1)
- Systemic Functional Grammar (1)
- Systemic functional linguistics (1)
- The TOEFL iBT (1)
Articles 1 - 3 of 3
Full-Text Articles in Education
A Meaning-Based Approach To The Language Of The Toefl Test And Japanese Efl Textbooks: A Functional Analysis Of Patterns Of Lexico-Grammatical Meanings And Structures, Koshin Fukuyoshi
Theses, Dissertations and Capstones
The primary objective of this research project is to show varying degrees of textual and semantic contributions that semantic density and grammatical metaphors make in the way that TOEFL iBT reading sections and Japanese EFL textbooks are used. This research is conducted from two theoretical perspectives within the theory of Systemic Functional Linguistics. The first analysis is to investigate logical and semantic relationships within clause complexes in order to identify structural variations and their textual distributions. The second analysis focuses on the use of ideational and interpersonal grammatical metaphors and on the way that they further compact or untangle textual …
Using Reading Cbm To Predict Performance On Smarter Balanced Assessment, Jonathan Wesley Shank
Using Reading Cbm To Predict Performance On Smarter Balanced Assessment, Jonathan Wesley Shank
Theses, Dissertations and Capstones
This study examined the relationship between AIMSweb oral reading fluency (R-CBM) and reading comprehension (MAZE) curriculum-based measures and performance on the English language arts/literacy (ELA/L) component of the Smarter Balanced Assessment (SBA) using a sample of students in third through fifth grade (N = 499). Pearson correlations between R-CBM, MAZE, and SBA were moderate to high, with R-CBM generally demonstrating the strongest relationships with coefficients ranging from .73 to .75. Results from hierarchical multiple regression models indicated that R-CBM provided strong predictive validity for SBA performance among third grade students (63.4% variance explained, p<.001), while the addition of MAZE to the equation was negligible (1.4% additional variance explained, p<.001). Similar findings resulted from the fourth and fifth grade multiple regression models. The predictive value of R-CBM and MAZE each decreased as grade level increased. Results support continued use of CBM to predict success on the Smarter Balanced Assessment, although CBM using cloze passages explained little variance in high-stakes test scores beyond that of oral reading fluency alone.
Text Complexity In Graded Readers: A Systemic Functional Look, Sally-Ann Newnham
Text Complexity In Graded Readers: A Systemic Functional Look, Sally-Ann Newnham
Theses, Dissertations and Capstones
Utilizing the Systemic Functional Linguistic frameworks of taxis, logico-semantic relation, grammatical metaphor, and appraisal, this thesis examines two of the most popular rewrites: Jane Eyre and The Canterville Ghost from the Macmillian Reader, Black Cat Reading and Training, Oxford Bookworm, and Penguin ELT graded reader series. Although a considerable body of literature exists concerning graded readers, the majority of research tends to focus on statistical gains in fluency development or vocabulary acquisition and their retention rather than the linguistic properties of these texts. Furthermore, studies on textual adaptations primarily take a broad corpus-style approach, contrasting altered and unaltered material, rather …