Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades: The Design and Validation of the Core Academic Language Skills Construct and Instrument

Autor/inn/en	Barr, Christopher D.; Uccelli, Paola; Phillips Galloway, Emily
Titel	Specifying the Academic Language Skills That Support Text Understanding in the Middle Grades: The Design and Validation of the Core Academic Language Skills Construct and Instrument
Quelle	In: Language Learning, 69 (2019) 4, S.978-1021 (44 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barr, Christopher D.) ORCID (Uccelli, Paola) ORCID (Phillips Galloway, Emily) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0023-8333
DOI	10.1111/lang.12365
Schlagwörter	Academic Language; Interdisciplinary Approach; Reading Comprehension; Elementary School Students; Middle School Students; Bilingualism; Measures (Individuals); Validity; Reliability; Language Proficiency; Reading Instruction; English; English (Second Language); Second Language Learning; Monolingualism; Instructional Program Divisions; Construct Validity; Language Skills; Teaching Methods; English Language Learners; Language Tests + Suchen Sie Ihr Suchwort? Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Bilingualismus; Messdaten; Gültigkeit; Reliabilität; Language skill; Language skills; Sprachkompetenz; Leseunterricht; English language; Englisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Language test; Sprachtest
Abstract	This study reports on the conceptualization of a new construct targeting the cross-disciplinary academic language skills most relevant to school reading comprehension, targeting the validation of the Core Academic Language Skills (CALS) Instrument, a novel assessment tool which measures this construct. Participants included Grade 4-8 monolingual English and bilingual students designated as English learners (N = 7,152) from the United States. The study investigated the dimensionality of the core academic language skills construct, the reliability and validity of the CALS Instrument, and the impact of school grade on students' performance in core academic language skills. Results revealed the assessment measure to be unidimensional and to discriminate performance by grade level. This study offers insight into the value of measuring cross-disciplinary school-relevant language proficiency, delineates skills to be targeted through instruction to support reading comprehension, and offers a tool to identify students who will benefit most from this instruction. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01