This edited volume discusses the theoretical, ethical and practical considerations involved in the assessment of Second Language Learners (SLLs) with Specific Language Learning Disorders (SpLD), such as dyslexia and Attention Deficit and Hyperactivity Disorder, and with other disabilities like visual and hearing impairments. The volume contains 14 chapters. These explore various theoretical models and research findings that identify and evaluate the language and special needs of SLLs with SpLD and other disabilities and evaluate the effectiveness of the accommodation practices employed so far. The studies involve both high-stakes tests and classroom-based assessments conducted by professionals and researchers working in the areas of psychology, special education and second/foreign language testing and assessment from various countries around the globe, including the USA, Canada, New Zealand and European countries such as Italy, UK, Greece, Germany, and Slovenia. The volume accommodates high-quality submissions that cover a gap in a research area that has long been in need of theoretical and empirical attention. This volume will become a valuable point of reference and springboard for future research initiatives.5.2.3 Reading fluency Reading fluency ability was indexed by the standardized Test of Silent Word Reading Fluency (TOSWRF; ... is designed to measure the speed with which students can recognize individual words in a series of printed passages. ... In a pilot study conducted in June 2011, both the TOSWRF and the TOSCRF were modified to the English proficiency level of Slovene 7th grade students.
|Title||:||Assessing L2 Students with Learning and Other Disabilities|
|Author||:||Dina Tsagari, George Spanoudis|
|Publisher||:||Cambridge Scholars Publishing - 2013-09-17|