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The challenges of the Ontario Secondary School Literacy Test for second language students

The challenges of the Ontario Secondary School Literacy Test for second language students
The challenges of the Ontario Secondary School Literacy Test for second language students
Results from the Ontario Secondary School Literacy Test (OSSLT) indicate that English as a Second Language (ESL) and English Literacy Development (ELD) students have comparatively low success and high deferral rates. This study examined the 2002 and 2003 OSSLT test performances of ESL/ELD and non-ESL/ELD students in order to identify and understand the factors that may help explain why ESL/ELD students failed the test at relatively high rates. The analyses also attempted to determine if there were significant and systematic differences in ESL/ELD students' test performance. The performance of ESL/ELD students was consistently and similarly lower across item formats, reading text types, skills and strategies, and the four writing tasks. Using discriminant analyses, it was found that narrative text type, indirect understanding skill, vocabulary strategy of reading, and the news report writing task were significant predictors of ESL/ELD membership. The results of this study provide direction for further research and instruction regarding English literacy achievement for these second language students within the context of having to complete large-scale English literacy tests designed and constructed for first English language students.
0265-5322
185-208
Cheng, Liying
c35017bd-b240-4887-8a2e-d76f31e305ad
Klinger, Don A.
6a404bb1-ba50-46ed-83c0-830eedac9ca5
Zheng, Ying
abc38a5e-a4ba-460e-92e2-b766d11d2b29
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 (2007) The challenges of the Ontario Secondary School Literacy Test for second language students. Language Testing, 24 (2), 185-208. (doi:10.1177/0265532207076363).

Record type: Article

Abstract

Results from the Ontario Secondary School Literacy Test (OSSLT) indicate that English as a Second Language (ESL) and English Literacy Development (ELD) students have comparatively low success and high deferral rates. This study examined the 2002 and 2003 OSSLT test performances of ESL/ELD and non-ESL/ELD students in order to identify and understand the factors that may help explain why ESL/ELD students failed the test at relatively high rates. The analyses also attempted to determine if there were significant and systematic differences in ESL/ELD students' test performance. The performance of ESL/ELD students was consistently and similarly lower across item formats, reading text types, skills and strategies, and the four writing tasks. Using discriminant analyses, it was found that narrative text type, indirect understanding skill, vocabulary strategy of reading, and the news report writing task were significant predictors of ESL/ELD membership. The results of this study provide direction for further research and instruction regarding English literacy achievement for these second language students within the context of having to complete large-scale English literacy tests designed and constructed for first English language students.

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More information

Published date: April 2007
Organisations: Modern Languages

Identifiers

Local EPrints ID: 357312
URI: https://eprints.soton.ac.uk/id/eprint/357312
ISSN: 0265-5322
PURE UUID: 7aa8b896-e1bc-465e-907a-f7b039f23c9b
ORCID for Ying Zheng: ORCID iD orcid.org/0000-0003-2574-0358

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Date deposited: 24 Sep 2013 10:15
Last modified: 06 Jun 2018 12:23

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Contributors

Author: Liying Cheng
Author: Don A. Klinger
Author: Ying Zheng ORCID iD

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