How Well Do They Read? Brief English and French Screening Tools for College Students

Autor/inn/en	Fichten, Catherine S.; Nguyen, Mai N.; King, Laura; Havel, Alice; Mimouni, Zohra; Barile, Maria; Budd, Jillian; Jorgensen, Shirley; Chauvin, Alexandre; Gutberg, Jennifer
Titel	How Well Do They Read? Brief English and French Screening Tools for College Students
Quelle	In: International Journal of Special Education, 29 (2014) 1, S.33-46 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	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; Canada + Suchen Sie Ihr Suchwort? Collegestudent; Screening-Verfahren; Language skill; Language skills; Sprachkompetenz; English language; Englisch; Französisch; Reading difficulty; Leseschwierigkeit; Community college; Community College; Fragebogen; Learning handicap; Lernbehinderung; Leseverstehen; Likert-Skala; Ausland; Teaching language; Unterrichtssprache; Geschlechterkonflikt; Medienverwendung; Statistische Analyse; Scoring formulas; Auswertungsbogen; Psychometry; Psychometrie; Itemanalyse; Kanada
Abstract	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. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10