The Language Factor in Mathematics Tests

By Jamal Abedi, Carol Lord. 2001

673 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/56fa50975cb5e0d7dc9441921bfd877f1f10a077

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In Developmental and Educational Psychology

In Language and Linguistics

Citations in the corpus

School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for English Language Learners (2014, background): “The majority of research examining ELL children’s educational experiences has tended to focus on academic achievement (e.g., Abedi & Lord, 2001; Han & Bridglall, 2009).”
The Linguistic Challenges of Mathematics Teaching and Learning: A Research Review (2007, background): “Recognizing the challenges of the mathematics register, Abedi & Lord (2001) have conducted research that analyzed the effect of modifying the language features of mathematics assessment tasks to try to make the meanings more accessible to struggling learners.”
An Investigation of the Mathematics-Vocabulary Knowledge of First-Grade Students (2017, methodology): “We worked to make each question as readable as possible for a first-grade student even though measure items would be read aloud by the examiner (Abedi & Lord, 2001).”
Representations and strategies for solving dynamic and static arithmetic word problems: The role of working memory capacities (2006, background): “…(addition or subtraction for example), it is the text formulation that determines the difficulty of constructing an adequate representation (Abedi & Lord, 2001; Cummins, Kintsch, Reusser, & Weimer, 1988; Davis-Dorsey, Ross, & Morrison, 1991; de Corte & Verschaffel, 1985; de Corte,…”
Leveled and Exclusionary Tracking (2016, background): “Second, outcomes on academic assessments administered in English are often downwardly biased when taken by ELs (Abedi & Lord, 2001; Bialystok & Hakuta, 1994; Martiniello, 2008; Parker, Louie, & O’Dwyer, 2009).”
Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity (2009, background): “The single exception is Abedi and Lord (2001), in which providing a version of the test in simplified English had a significant impact on the scores of native English speakers (gu = 0.”
Assessing English Language Learners’ Opportunity to Learn Mathematics: Issues and Limitations (2010, methodology): “These variables were also selected based on the recommendations from prior studies (Abedi & Gándara, 2006; Abedi et al., 2004; Abedi et al., 2003; Abedi & Lord, 2001; Solano-Flores & Trumbull, 2003).”
The Relationship between Linguistic Skills and Arithmetic Knowledge. (2013, background): “Indeed, there is evidence that more than just an issue of vocabulary, the language used in arithmetic word problems influences how children represent and solve these problems (e.g., Abedi & Lord, 2001; Brissiaud & Sander, 2010).”
Types of Mathematics-Language Reading Interactions that Unnecessarily Hinder Algebra Learning and Assessment (2006, background): “Yet, because the majority of students and teachers in the United States continue to be non-ELLs, the mediating effects of mathematics instruction and assessment in English for ELLs have often been underappreciated by classroom teachers (Khisty, 1995) and assessment specialists (Abedi & Lord, 2001).”
Challenges in the No Child Left behind Act for English-Language Learners (2004, background): “Modifying, often simplifying, the language of the test items has consistently resulted in ELL performance improvement without reducing the rigor of the test.(2) These findings suggest to us that the low language ability of ELL students depresses their performance on most tests, thus influencing the ”
Assessment Accommodations for English Language Learners: Implications for Policy-Based Empirical Research (2004, background): “One study (Abedi & Lord, 2001) examined the effects of language modification of test items with 1,031 Grade 8 students in southern California.”