Examining students' after-school literacy activities and their literacy performance on the Ontario Secondary School Literacy Test
Examining students' after-school literacy activities and their literacy performance on the Ontario Secondary School Literacy Test
This study examined relationships between the after?school literacy activities and test performance of students who passed and students who failed the 2003 administration of the Ontario Secondary School Literacy Test. It included both students who have been in the Canadian school system for most of their school lives and mostly use English as a first language (L1), and students who have recently entered the Canadian school system and use English as a second language (L2). This study demonstrates the relatively small yet complex relationship between the test performance of these different groups of students on this literacy test and their after-school reading and writing activities.
after-school reading, after-school writing, literacy testing, test performance, secondary students, ontario secondary school literacy test, ESL/ELD students, second language learners
118-148
Cheng, Liying
c35017bd-b240-4887-8a2e-d76f31e305ad
Klinger, Don A.
6a404bb1-ba50-46ed-83c0-830eedac9ca5
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
2009
Cheng, Liying
c35017bd-b240-4887-8a2e-d76f31e305ad
Klinger, Don A.
6a404bb1-ba50-46ed-83c0-830eedac9ca5
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
Cheng, Liying, Klinger, Don A. and Zheng, Ying
(2009)
Examining students' after-school literacy activities and their literacy performance on the Ontario Secondary School Literacy Test.
Canadian Journal of Education, 32 (1), .
Abstract
This study examined relationships between the after?school literacy activities and test performance of students who passed and students who failed the 2003 administration of the Ontario Secondary School Literacy Test. It included both students who have been in the Canadian school system for most of their school lives and mostly use English as a first language (L1), and students who have recently entered the Canadian school system and use English as a second language (L2). This study demonstrates the relatively small yet complex relationship between the test performance of these different groups of students on this literacy test and their after-school reading and writing activities.
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Published date: 2009
Keywords:
after-school reading, after-school writing, literacy testing, test performance, secondary students, ontario secondary school literacy test, ESL/ELD students, second language learners
Organisations:
Modern Languages
Identifiers
Local EPrints ID: 357301
URI: http://eprints.soton.ac.uk/id/eprint/357301
ISSN: 0380-2361
PURE UUID: a4f7a9f6-2ae8-4ab0-9d3a-d7012e9a3808
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Date deposited: 24 Sep 2013 09:24
Last modified: 15 Mar 2024 03:48
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Author:
Liying Cheng
Author:
Don A. Klinger
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