Test-takers’ background, literacy activities, and views of the Ontario secondary school literacy test
Test-takers’ background, literacy activities, and views of the Ontario secondary school literacy test
This study examined the relationships among students’ background information and their in-school and after-school literacy activities, as well as the relationships between students’ background and their views of the Ontario Secondary School Literacy Test (OSSLT). The results showed that students’ literacy activities could be grouped into three types: e-literacy, traditional literacy, and creative literacy. Furthermore, results showed that categorization of literacy activities depended on whether the activities were conducted in English or in another language. Gender predicted certain types of literacy activities. Compared with English-as-a-first-language (L1) students, English-as-a-second-language (L2) students’ background influenced more of their views of the test.
115-136
Zheng, Ying
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Klinger, Don A.
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Cheng, Liying
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Fox, Janna
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Doe, Christine
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2011
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
Klinger, Don A.
6a404bb1-ba50-46ed-83c0-830eedac9ca5
Cheng, Liying
c35017bd-b240-4887-8a2e-d76f31e305ad
Fox, Janna
20caf462-6de6-4398-ac23-5a5d7732587c
Doe, Christine
e4f4ecf6-ea15-4f72-8157-352e3e0a04f2
Zheng, Ying, Klinger, Don A., Cheng, Liying, Fox, Janna and Doe, Christine
(2011)
Test-takers’ background, literacy activities, and views of the Ontario secondary school literacy test.
Alberta Journal of Educational Research, 57 (2), .
Abstract
This study examined the relationships among students’ background information and their in-school and after-school literacy activities, as well as the relationships between students’ background and their views of the Ontario Secondary School Literacy Test (OSSLT). The results showed that students’ literacy activities could be grouped into three types: e-literacy, traditional literacy, and creative literacy. Furthermore, results showed that categorization of literacy activities depended on whether the activities were conducted in English or in another language. Gender predicted certain types of literacy activities. Compared with English-as-a-first-language (L1) students, English-as-a-second-language (L2) students’ background influenced more of their views of the test.
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Published date: 2011
Organisations:
Modern Languages
Identifiers
Local EPrints ID: 357298
URI: http://eprints.soton.ac.uk/id/eprint/357298
ISSN: 0002-4805
PURE UUID: 1c8b169e-aa27-430a-9238-2da8244ebf4d
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Date deposited: 24 Sep 2013 09:12
Last modified: 15 Mar 2024 03:48
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Contributors
Author:
Don A. Klinger
Author:
Liying Cheng
Author:
Janna Fox
Author:
Christine Doe
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