دورية أكاديمية
How Well Do They Read? Brief English and French Screening Tools for College Students
| العنوان: | How Well Do They Read? Brief English and French Screening Tools for College Students |
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| اللغة: | English |
| المؤلفون: | Fichten, Catherine S., Nguyen, Mai N., King, Laura, Havel, Alice, Mimouni, Zohra, Barile, Maria, Budd, Jillian, Jorgensen, Shirley, Chauvin, Alexandre, Gutberg, Jennifer |
| المصدر: | International Journal of Special Education. 2014 29(1):33-46. |
| الإتاحة: | International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2014 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Two Year Colleges Postsecondary Education |
| Descriptors: | College Students, Screening Tests, Reading Fluency, Language Proficiency, English, French, Reading Difficulties, Community Colleges, Questionnaires, Learning Disabilities, Reading Comprehension, Likert Scales, Foreign Countries, Language of Instruction, Gender Differences, Translation, Media Adaptation, Statistical Analysis, Scoring Rubrics, Psychometrics, Item Analysis |
| مصطلحات جغرافية: | Canada |
| تدمد: | 0827-3383 |
| مستخلص: | We translated and report on the psychometric properties of English and French versions of two reading difficulties screening tools for junior/community college students. We administered the Adult Reading History Questionnaire-Revised (ARHQ-R) (Parrila, Georgiou, & Corkett, 2007) to 1889 students enrolled in compulsory language courses in English and French colleges in the language of instruction at the school. Eighty students (4%) self-reported a learning disability. We also administered English and French versions of the Test de lecture--Épreuve de compréhension (Institut de Recherche et d'Évaluation Psychopédagogique Inc., 2000) to 432 college students. We categorized all participants into adequate, poor and very poor readers based on each measure and examined scores of students with and without learning disabilities. Although there were significant differences among groups under regular testing times, "extended time" resulted in comparable reading comprehension scores for all groups. Recommendations based on the findings are made for research and practice. |
| Abstractor: | As Provided |
| Number of References: | 42 |
| Entry Date: | 2014 |
| رقم الأكسشن: | EJ1034081 |
| قاعدة البيانات: | ERIC |
| تدمد: | 0827-3383 |
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