How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features-Reference-Cited by-同舟云学术

How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features

Published:2022-09-20 Issue:1 Volume:28 Page:7-46
ISSN:1082-4669
Container-title:Journal of Education for Students Placed at Risk (JESPAR)
language:en
Short-container-title:Journal of Education for Students Placed at Risk (JESPAR)

Author:

Shin Nami¹,Kao Jenny C.¹,Keum Eunhee¹,Sato Edynn¹,Choi Kilchan¹

Affiliation:

1. UCLA CRESST

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10824669.2022.2123329

Reference103 articles.

1. Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations

2. Accessible Reading Assessments for Students with Disabilities

3. Accessible Reading Assessments for Students with Disabilities: The Role of Cognitive, Grammatical, Lexical, and Textual/Visual Features

4. Within-Group Diversity in Minority Disproportionate Representation: English Language Learners in Urban School Districts

5. Assessment of English Language Learners in the Era of New Academic Content Standards

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1. Achievement and Growth on English Language Proficiency and Content Assessments for English Learners in Elementary Grades;Educational Measurement: Issues and Practice;2024-01-10

2. A Quasi-Experimental, Longitudinal Study of Grade Retention on Language Outcomes for English Language Learners;Journal of Education for Students Placed at Risk (JESPAR);2023-05-11