Research identifies the alphabetic principle as a vital step in literacy development and validates Nonsense Word Fluency (NWF) measures as early predictors of reading success. The purpose of this study was to determine whether the NWF assessment process used to measure the alphabetic principle is culturally valid for early elementary Hmong students learning English. For an assessment process to be considered culturally valid, diverse students are represented in the population sample, cultural influences on student performance are considered, and accommodations for language acquisition needs are made. Testing instruments and practices are consistent with current thinking in the culture and language sciences, and the potential limitations of using assessment data to make instructional and eligibility decisions are acknowledged. Assessment practices that are not culturally valid may lead examiners to misidentify a language difference as a learning disability or difficulty and ultimately contribute to the problem of disproportionate representation in special education
|Commitee:||Hunter, Elizabeth, Good, Roland H., III|
|Department:||School of Education|
|School Location:||United States -- Virginia|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Subjects:||Educational psychology, Educational tests & measurements, English as a Second Language|
|Keywords:||Alphabetic principle, Cross-linguistic transfer, Cultural validity, English learners, Hmong, Nonsense word fluency|
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