Comprehension of Written Grammar Test: Reliability and Known-Groups Validity Study with Hearing and Deaf and Hard-of-Hearing Students

Autor/inn/en	Cannon, Joanna E.; Hubley, Anita M.; Millhoff, Courtney; Mazlouman, Shahla
Titel	Comprehension of Written Grammar Test: Reliability and Known-Groups Validity Study with Hearing and Deaf and Hard-of-Hearing Students
Quelle	In: Journal of Deaf Studies and Deaf Education, 21 (2016) 1, S.54-63 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-4159
DOI	10.1093/deafed/env049
Schlagwörter	Grammar; Writing Tests; Hearing Impairments; Partial Hearing; Deafness; Receptive Language; Program Validation; Test Reliability; Test Validity; Pretests Posttests; Elementary School Students; Performance Based Assessment + Suchen Sie Ihr Suchwort? Grammatik; Writing test; Schreibtest; Hearing impairment; Hörbehinderung; Gehörlosigkeit; Taubstummheit; Rezeptive Kommunikationsfähigkeit; Testreliabilität; Testvalidität; Leistungsermittlung
Abstract	The aim of the current study was to gather validation evidence for the "Comprehension of Written Grammar" (CWG; Easterbrooks, 2010) receptive test of 26 grammatical structures of English print for use with children who are deaf and hard of hearing (DHH). Reliability and validity data were collected for 98 participants (49 DHH and 49 hearing) in Grades 2-6. The objectives were to: (a) examine 4-week test-retest reliability data; and (b) provide evidence of known-groups validity by examining expected differences between the groups on the CWG vocabulary pretest and main test, as well as selected structures. Results indicated excellent test-retest reliability estimates for CWG test scores. DHH participants performed statistically significantly lower on the CWG vocabulary pretest and main test than the hearing participants. Significantly lower performance by DHH participants on most expected grammatical structures (e.g., basic sentence patterns, auxiliary "be" singular/plural forms, tense, comparatives, and complementation) also provided known groups evidence. Overall, the findings of this study showed strong evidence of the reliability of scores and known group-based validity of inferences made from the CWG. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01