Reading Vocabulary for the Naturalization Test, and: Find a Naturalization Test Word

2020 ◽  
Vol 40 (2) ◽  
pp. 76-77
Author(s):  
Sun Yung Shin
Keyword(s):  
Test Word ◽  
Reading Vocabulary ◽  
Naturalization Test

scholarly journals Effects of the Carrier Phrase on Word Recognition Performances by Younger and Older Listeners Using Two Stimulus Paradigms

2020 ◽  
Vol 31 (06) ◽  
pp. 412-441 ◽  
Author(s):  
Richard H. Wilson ◽  
Victoria A. Sanchez
Keyword(s):  
Word Recognition ◽  
Target Word ◽  
Speaker Recognition ◽  
Repeated Measures ◽  
Recognition Performance ◽  
Test Word ◽  
Root Mean Square Amplitude ◽  
Repeated Measures Design ◽  
The Mean ◽  
The Individual

Abstract Background In the 1950s, with monitored live voice testing, the vu meter time constant and the short durations and amplitude modulation characteristics of monosyllabic words necessitated the use of the carrier phrase amplitude to monitor (indirectly) the presentation level of the words. This practice continues with recorded materials. To relieve the carrier phrase of this function, first the influence that the carrier phrase has on word recognition performance needs clarification, which is the topic of this study. Purpose Recordings of Northwestern University Auditory Test No. 6 by two female speakers were used to compare word recognition performances with and without the carrier phrases when the carrier phrase and test word were (1) in the same utterance stream with the words excised digitally from the carrier (VA-1 speaker) and (2) independent of one another (VA-2 speaker). The 50-msec segment of the vowel in the target word with the largest root mean square amplitude was used to equate the target word amplitudes. Research Design A quasi-experimental, repeated measures design was used. Study Sample Twenty-four young normal-hearing adults (YNH; M = 23.5 years; pure-tone average [PTA] = 1.3-dB HL) and 48 older hearing loss listeners (OHL; M = 71.4 years; PTA = 21.8-dB HL) participated in two, one-hour sessions. Data Collection and Analyses Each listener had 16 listening conditions (2 speakers × 2 carrier phrase conditions × 4 presentation levels) with 100 randomized words, 50 different words by each speaker. Each word was presented 8 times (2 carrier phrase conditions × 4 presentation levels [YNH, 0- to 24-dB SL; OHL, 6- to 30-dB SL]). The 200 recorded words for each condition were randomized as 8, 25-word tracks. In both test sessions, one practice track was followed by 16 tracks alternated between speakers and randomized by blocks of the four conditions. Central tendency and repeated measures analyses of variance statistics were used. Results With the VA-1 speaker, the overall mean recognition performances were 6.0% (YNH) and 8.3% (OHL) significantly better with the carrier phrase than without the carrier phrase. These differences were in part attributed to the distortion of some words caused by the excision of the words from the carrier phrases. With the VA-2 speaker, recognition performances on the with and without carrier phrase conditions by both listener groups were not significantly different, except for one condition (YNH listeners at 8-dB SL). The slopes of the mean functions were steeper for the YNH listeners (3.9%/dB to 4.8%/dB) than for the OHL listeners (2.4%/dB to 3.4%/dB) and were <1%/dB steeper for the VA-1 speaker than for the VA-2 speaker. Although the mean results were clear, the variability in performance differences between the two carrier phrase conditions for the individual participants and for the individual words was striking and was considered in detail. Conclusion The current data indicate that word recognition performances with and without the carrier phrase (1) were different when the carrier phrase and target word were produced in the same utterance with poorer performances when the target words were excised from their respective carrier phrases (VA-1 speaker), and (2) were the same when the carrier phrase and target word were produced as independent utterances (VA-2 speaker).

An Experimental Study of the Effects of Class Size

1980 ◽  
Vol 17 (2) ◽  
pp. 141-152 ◽  
Author(s):  
Stan M. Shapson ◽  
Edgar N. Wright ◽  
Gary Eason ◽  
John Fitzgerald
Keyword(s):  
School Districts ◽  
Size Effects ◽  
Class Size ◽  
Process Variables ◽  
Mathematics Problem Solving ◽  
Reading Vocabulary ◽  
Teachers And Students ◽  
Students Attitudes ◽  
Method Of Instruction ◽  
Mathematics Problem

The study investigated the effects of four class sizes (16, 23, 30, and 37) on teachers’ expectations; the attitudes and opinions of participants (students and teachers); student achievement in reading, mathematics, composition, and art; student self-concept; and a variety of classroom process variables (e.g., teacher-pupil interaction, pupil participation, method of instruction). Teachers and students were randomly assigned to a class size in Grades 4 and 5. A total of 62 classes in three school districts in Metropolitan Toronto participated in the two-year study. Findings indicated that teachers had definite expectations of class size effects that subsequently were reported to be confirmed by their experience in the study. However, most other results failed to support teachers’ opinions. Few of the observed classroom process variables were affected by class size. Although students’ mathematics-concept scores were higher in size 16 than 30 or 37, there were no class size effects for the other achievement measures (reading, vocabulary, mathematics-problem solving, art, and composition) or for students’ attitudes and self-concepts.

scholarly journals Social Studies Preservice Teachers' Citizenship Knowledge and Perceptions of the U.S. Naturalization Test

2011 ◽  
Vol 33 (1) ◽  
pp. 81-93 ◽  
Author(s):  
Frans H. Doppen ◽  
Joseph R. Feinberg ◽  
Carolyn O'Mahony ◽  
Ashley G. Lucas ◽  
Chara Haeussler Bohan ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Social Studies ◽  
Naturalization Test ◽  
The U.S

A-176 Undercover Performance Validity Testing: Proposed Embedded Validity Indicators for Pediatric Neuropsychological Assessment

2021 ◽  
Vol 36 (6) ◽  
pp. 1231-1231
Author(s):  
Naomi R Kaswan ◽  
Ryan C Thompson ◽  
Yelena Markiv ◽  
Aubrey Deenen ◽  
Haig V Pilavjian ◽  
...  
Keyword(s):  
Sport Participation ◽  
Word Reading ◽  
Digit Span ◽  
Characteristic Curve ◽  
Test Word ◽  
Healthy Children ◽  
Performance Validity ◽  
Validity Indicators ◽  
Neuropsychological Evaluations ◽  
Embedded Validity Indicators

Abstract Objective Literature supports the use of the Delis-Kaplan Executive Function System Trail Making Test Conditions 4/2 ratio (TMT 4/2) and Stroop Color Word Test Word Reading (WR) as embedded validity indicators (EVIs) with adults (Erdodi et al., 2018; Guise et al., 2012) and the Wechsler Abbreviated Scale of Intelligence, 2nd Edition Matrix Reasoning (MR) as an EVI with children (Sussman et al., 2017). This study assessed the utility of these measures as EVIs in healthy children, compared to the Test of Memory Malingering Trial 1 (TOMM1 &lt; 45; Perna & Loughan, 2013) and Reliable Digit Span (RDS). Method Participants (n = 99, 68.7% male, Mage = 11.9) completed baseline neuropsychological evaluations for sport participation, including the aforementioned measures. Receiver operator characteristic curve analysis was used to determine whether TMT 4/2, MR, and WR accurately categorized valid performance. Results TMT 4/2 yielded adequate sensitivity (0.83–1.00) but poor specificity (0.07–0.09) when predicting TOMM1 and RDS pass/fail performances. MR yielded adequate sensitivity (1.00) and specificity (0.92) when predicting RDS pass/fail performance and adequate specificity (0.92) and poor sensitivity (0.18) when predicting TOMM1 pass/fail performance. The only EVI that produced better than chance accuracy was MR when predicting RDS pass/fail performance (area under the curve [AUC] = 0.98). All participants failed the WR cutoff, suggesting poor specificity. Conclusion Results suggest that MR was the only EVI that achieved minimally acceptable specificity (≥0.90) in children. MR performed adequately when detecting valid performances but variably when detecting invalid performances; therefore, MR may be used alongside well-established performance validity tests with children but not independently.

scholarly journals Efectos de la intervención en conciencia morfológica sobre la lectura, escritura y comprensión: Meta-análisis

2015 ◽  
Vol 32 (1) ◽  
pp. 60 ◽  
Author(s):  
Mercedes I. Rueda-Sánchez ◽  
Patricia López-Bastida
Keyword(s):  
Effect Size ◽  
Selection Criteria ◽  
Meta Analysis ◽  
Reading Difficulties ◽  
Morphological Awareness ◽  
Awareness Training ◽  
Moderating Variables ◽  
Reading Vocabulary ◽  
Morphological Awareness Training ◽  
The Impact

The aim is to check, through a meta-analysis, the impact of morphological awareness training on writing, reading, comprehension and vocabulary of grade schooler. 31 studies were included in the meta-analysis; they were obtained from 19 articles that meet the selection criteria. Morphological awareness instruction has a high-medium and significant effect size in studied variables of literacy. On writing, <em>g</em>=0.491, <em>SE</em>=0.078, <em>IQ</em>=0339-0643, <em>p</em>=.000, reading, <em>g</em>=0.473, <em>SE</em>=0.096, <em>IQ</em>=0284-0662, <em>p</em>=.000, comprehension, <em>g</em>=0.468, <em>SE</em>=0.123, <em>IQ</em>=0227-0708, <em>p</em>= .000 and finally vocabulary, <em>g</em>=0.501, <em>SE</em>=0.152, <em>IQ</em>=0203-0798, <em>p</em>= .001. The test of Heterogeneity <em>Q</em> is only significant on writing so other moderating variables were explored but no differences between groups were found. It shows morphological awareness training improves reading, vocabulary and comprehension of grade schooler with and without reading difficulties. Nevertheless, the results on writing are more heterogeneous.

Accommodations for Individual Differences without Classroom Ability Groups: An Experiment in School Restructuring

1994 ◽  
Vol 60 (4) ◽  
pp. 344-358 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Mark Jewell ◽  
Norma Leicester ◽  
Rollanda E. O'Connor ◽  
Linda M. Jenkins ◽  
...  
Keyword(s):  
Special Education ◽  
Individual Differences ◽  
Special Education Teachers ◽  
Reading Ability ◽  
School Restructuring ◽  
Control School ◽  
Reading Vocabulary ◽  
Language Arts Instruction ◽  
Ability Groups ◽  
Based Instruction

This study examined an alternative approach for organizing reading and language arts instruction to accommodate individual differences in reading ability. The approach featured Cooperative Integrated Reading and Composition (CIRC), conducted without ability groups, with cross-age and peer tutoring, supplementary phonics instruction for some students, and classroom-based instruction from compensatory and special education teachers. Students in regular, remedial, and special education were included in an experimental and a control school. We found significant effects on reading vocabulary, total reading, and language scores in favor of the experimental school; but on several other measures, including behavior ratings, we did not detect treatment effects.

scholarly journals Basic and complex cognitive functions in Adult ADHD

PLoS ONE ◽  
2021 ◽  
Vol 16 (9) ◽  
pp. e0256228
Author(s):  
Saleh M. H. Mohamed ◽  
Marah Butzbach ◽  
Anselm B. M Fuermaier ◽  
Matthias Weisbrod ◽  
Steffen Aschenbrenner ◽  
...  
Keyword(s):  
Working Memory ◽  
Selective Attention ◽  
Cognitive Flexibility ◽  
Processing Speed ◽  
Cognitive Functions ◽  
Neuropsychological Tests ◽  
Adult Adhd ◽  
Verbal Learning ◽  
Test Word ◽  
Basic Functions

Background Many clinical studies reported deficits in basic and complex cognitive functions in adults with Attention-Deficit/Hyperactivity Disorder (ADHD). However, the extent in which deficits in basic functions (i.e., processing speed and distractibility) contribute to complex cognitive impairments (i.e., working memory, planning, cognitive flexibility, memory functions) in adults with ADHD is not well-studied. So far, literature show only one study, revealing that basic functions explain 27–74% of executive dysfunctions. Yet, the authors reported that findings could be affected by the selection of neuropsychological tests. The goal of the present research is to replicate such a finding using a different sample and a different set of neuropsychological tests. Methods Forty-eight adult patients with ADHD were compared with 48 healthy controls in basic cognitive functions, namely processing speed and distractibility and more complex cognitive functions, namely selective attention, cognitive flexibility, planning, working memory, verbal fluency, and verbal memory. Basic and complex cognitive functions were assessed using the Vigilance and Sustained Attention, Selective Attention, N-Back, Tower of London, Trail Making Test, Word Fluency, and Verbal Learning and Memory. Results and conclusion Logistic regression analyses showed that impairments in complex cognitive functions explained 25% of the variance in ADHD diagnosis. The explained variance dropped from 25% to 9% after considering basic functions of processing speed and distractibility. This 64% reduction highlights the importance of basic functions for impairments in complex functions in patients with ADHD.

School Outcomes of Students with and At Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the U.S.

2021 ◽  
Author(s):  
Sunyoung Kim ◽  
Min-Chi Yan ◽  
Jing Wang ◽  
Jenna Lequia
Keyword(s):  
At Risk ◽  
Quality Indicators ◽  
Culturally Responsive ◽  
Single Case ◽  
School Outcomes ◽  
Limited Information ◽  
Single Case Design ◽  
Group Design ◽  
Reading Vocabulary ◽  
School Based

Abstract Poverty as a cultural factor affects students' school success and outcomes. In the current literature review, we aimed at providing a comprehensive analysis of intervention research designed to support school outcomes of students aged 3 to 21 years with disabilities or at risk for developing disabilities in high-poverty contexts. Eighteen studies were included in this review (16 group designs, 1 single case design, and 1 group design with embedded single case), with a total of 1782 student participants. Results indicated that most of the research studies designed for students in poverty focused on their language skills (e.g., reading, vocabulary, literacy) with various interventions. Most of the group design studies met the quality indicators (Gersten et al., 2009) with a low standard, although all single case studies met the quality indicators by higher than 80% (Kratochwill et al., 2013). As for the analysis of cultural responsiveness, we found that most studies provided limited information reflecting culturally responsive research (Trainor & Bal, 2014). Discussion and implication for practice and research are provided.

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