Use of Audio Modification in
Science Vocabulary Assessment

Tufan Adiguzel

doi:10.12973/ejmste/75210

Use of Audio Modification in Science Vocabulary Assessment

Full Text (PDF)

Tufan Adiguzel ¹ ^*

More Detail

¹ Bahçeşehir Üniversitesi, Istanbul, TURKEY^* Corresponding Author

Abstract

The purposes of this study were to examine the utilization of audio modification in vocabulary assessment in school subject areas, specifically in elementary science, and to present a web-based key vocabulary assessment tool for the elementary school level. Audio-recorded readings were used to replace independent student readings as the task demand for progress monitoring science vocabulary for 162 fifth grade students in 14 schools. Scores on vocabulary tests obtained by students who used the audio texts for readings were compared with scores obtained by the same students who did not use the audio texts. A statistically significant difference between the two scores in favor of the students who used the audio texts was found. Benefits for at-risk students of school failure, and the trend between the amount of audio use and test scores were also investigated. Results suggest that, if appropriately conducted, the use of this type of modification together with written text may enable students feel confident about their science vocabulary knowledge.

Keywords

read aloud
test accommodation
key vocabulary
science assessment
internet

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 7, Issue 4, 2011, 215-225

https://doi.org/10.12973/ejmste/75210

Publication date: 21 Dec 2011

Article Views: 1994

Article Downloads: 1403

Open Access References How to cite this article

References

Bielinski, J., Thurlow, M.L., Ysseldyke, J., Freidebach, J., & Freidebach, M. (2001). Read-aloud accommodations: Effects on multiple-choice reading and math items (NCEO Technical Report 31). Minneapolis, MN: University of Minnesota: National Center on Educational Outcomes. Retrieved Jan 4, 2011 from http://education.umn.edu/nceo/ OnlinePubs/Technical31.htm.
Blachowicz, C.L., Fisher, P.J., & Watts-Taffe, S. (2005). Integrated vocabulary instruction: Meeting the needs of divers learners in grades K-5. Naperville, IL: Learning Point Associates.
Blashfield, R.K., & Aldenderfer, M.S. (1988). The methods and problems of cluster analysis. In J.R. Nesslerode & R.B. Cattell (Eds.), International handbook of multivariate experimental psycholog (pp. 447–473). New York: Plenum Press.
Boyle, E.A., Rosenberg, M.S., Connelly, V.J., Washburn, S.G., Brinckerhoff, L.C., & Banerjee, M. (2003). Effects of audio texts on the acquisition of secondary-level content by students with mild disabilities. Learn Disability Quarterly, 26(3), 203-214.
Braun, P.A. (2009). The effects of reading nonfiction aloud on the vocabulary acquisition of middle-school students (Doctoral Dissertation). Retrieved from http://digitalcommons.nl.edu/diss/9/.
Bravo, M.A., Cervetti, G.N., Hiebert, E.H., & Pearson, P.D. (2008). From passive to active control of science vocabulary. In the 56th yearbook of the National Reading Conference (pp. 122–135). Chicago: National Reading Conference.
Brossart, D.F., Parker, R., & Willson, V.L. (1998). A comparison of two methods for analyzing longitudinal data: Tuckerized growth curves and an application of K means analysis. Learning and Individual Differences, 10, 121- 136.
Brown, P.J., & Augustine, A. (2001, April). Screen reading software as an assessment accommodation: Implications for instruction and student performance. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
Buckland, M. (1999). Vocabulary as a central concept in library and information science. In T. Arpanac et al. (Eds.), Proceedings of the Third International Conference on Conceptions of Library and Information Science (pp. 3–12). Zagreb, Croatia: Lokve.
Calhoon, M.B., Fuchs, L.S., & Hamlett, C.L. (2000, Fall). Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities. Learning Disability Quarterly, 23(4), 271–282.
Chatham County Schools. (2010). Essential science vocabulary kindergarten (2007-2010). Savannah, GA: Chatham County.
Coniam, D. (2001). The use of audio or video comprehension as an assessment instrument in the certification of English language teachers: A case study. System 29, 1-14.
Dougherty Stahl, K.A., & Bravo, M.A. (2010). Contemporary classroom vocabulary assessments for content areas. The Reading Teacher, 63(7), 566-578.
Edgemon, E., Jablonski, B., & Lloyd, J. (2006). Large-scale assessments: A teacher’s guide to making decisions about accommodations. Teaching Exceptional Children, 38(3), 6–11.
Elliott, S.N., Kratochwill, T.R., & Schulte, A.G. (1999). Assessment accommodations guide. Monterey, CA: CTB/McGraw Hill.
Helwig, R., & Tindal, G. (2003). An experimental analysis of accommodation decisions on large-scale mathematics tests. Exceptional Children, 69, 211-225.
Huynh, H., Meyer, J.P., & Gallant, D.J. (2004). Comparability of student performance between regular and oral administrations for a high-stakes mathematics test. Applied Measurement in Education, 17, 38–57.
Johnson, R.B., & Onwuegbuzie, A.J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7) 14-26.
Johnson, E. (2000). The effects of accommodations on performance assessments. Remedial and Special Education, 21, 261–267.
Klingner, J.K., & Edwards, P. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41, 108-117.
Krashen, S.D. (2003). Explorations in language acquisition and use. Portsmouth, NH: Heinemann.
Lee, O., Deaktor, R.A., Hart, J.E., Cuevas, P., & Enders, C. (2005). An instructional interventions’ impact on the science and literacy achievement of culturally and linguistically diverse elementary students. Journal of Research in Science Teaching, 42, 857-887.
Medina-Jerez, W., Clark, D.B., Medina, A., & Ramirez-Marin, F. (2007). Science for ELLs: Rethinking our approach, practical considerations and support for instruction of English language learners. The Science Teacher, 74(3), 52- 56.
Meloy, L.L., Deville, C, & Frisbie, D.A. (2002). The effect of a read aloud accommodation on test scores of students with and without a learning disability in reading. Remedial and Special Education, 23, 248-255.
National Reading Panel. (2000). Chapter 4, Part I: Vocabulary instruction. Retrieved Jan 9, 2011, from National Reading Panel: http://www.nichd.nih.gov/publications/nrp/ upload/ch4-i.pdf.
Olson, J.K., Levis, J.M., Vann, R., & Bruna, K.R. (2009). Enhancing science for ELLs: Science strategies for English language learners that benefit all students. Science and Children, 46(5), 46-48.
Pearson, P.D., Hiebert, E.H., & Kamil, M.L. (2007, Apr/May/June). Vocabulary assessment: What we know and what we need to learn. Reading Research Quarterly, 42(2), 282-296.
Perozzi, J.A., & Chavez-Sanchez, M.L. (1992). The effect of instruction in L1 on receptive acquisition of L2 for bilingual children with language delay. Language, Speech and Hearing Services in the Schools 23, 348–352.
Pritchard, R., & O'Hara, S. (2009). Vocabulary development in the science classroom: Using hypermedia authoring to support english learners. The Tapestry Journal, 1(1), 15- 29.
Rodriguez, M. & Sadoski, M. (2000). Effects of rote, context, keyword, and context/keyword methods on retention of vocabulary in EFL classrooms. Language Learning, 50(2), 385-412.
Shear, L. (1999). Science, language, and deformed frogs: A design framework for linguistically aware science instruction. Paper presented at the National Association for Research in Science Teaching, Boston, MA.
Suh, J.M., & Moyer, P.S. (2007). Developing students' representational fluency using virtual and physical algebra balances. Journal of Computers in Mathematics and Science Teaching, 26(2), 155-173.
Thompson, S., Blount, A., & Thurlow, M. (2002). A summary of research on the effects of test accommodations: 1999 through 2001 (Technical Report 34). Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes.
Tindal, G., Heath, B., Hollenbeck, K., Almond, P., & Hamiss, M. (1998). Accommodating students with disabilities on large-scale tests: An experimental study. Exceptional Children, 64, 439-450.
Uribe-Flórez, L.J., & Wilkins, J.L. (2010). Elementary school teachers' manipulative use. School Sciences & Mathematics, 110(7), 363-371.
Vannest, K., Adiguzel, T., & Parker. R.E. (2007). Science Key Vocabulary Assessment (SKeVA): A web based system for formative assessment and instruction. (Beta Version) [Webbased application]. College Station, TX: Texas A&M University. Available from http://skeva.tamu.edu/ resources/SKeVA_Manual.pdf.
Weston, T.J. (2002). The validity of oral accommodation in testing (NCES 200306). Washington, DC: National Center for Education Statistics.
Wetzel, D.R. (2009). Vocabulary building techniques in science: Teaching strategies for making connections with science concepts. Retrieved Jan 3, 2011, from Suite101.com http://www.suite101.com/content/vocabularybuilding-techniques-in-sciencea142993#ixzz1W0idxrvG.

How to cite this article

APA

Adiguzel, T. (2011). Use of Audio Modification in Science Vocabulary Assessment. Eurasia Journal of Mathematics, Science and Technology Education, 7(4), 215-225. https://doi.org/10.12973/ejmste/75210

Vancouver

Adiguzel T. Use of Audio Modification in Science Vocabulary Assessment. EURASIA J Math Sci Tech Ed. 2011;7(4):215-25. https://doi.org/10.12973/ejmste/75210

AMA

Adiguzel T. Use of Audio Modification in Science Vocabulary Assessment. EURASIA J Math Sci Tech Ed. 2011;7(4), 215-225. https://doi.org/10.12973/ejmste/75210

Chicago

Adiguzel, Tufan. "Use of Audio Modification in Science Vocabulary Assessment". Eurasia Journal of Mathematics, Science and Technology Education 2011 7 no. 4 (2011): 215-225. https://doi.org/10.12973/ejmste/75210

Harvard

Adiguzel, T. (2011). Use of Audio Modification in Science Vocabulary Assessment. Eurasia Journal of Mathematics, Science and Technology Education, 7(4), pp. 215-225. https://doi.org/10.12973/ejmste/75210

MLA

Adiguzel, Tufan "Use of Audio Modification in Science Vocabulary Assessment". Eurasia Journal of Mathematics, Science and Technology Education, vol. 7, no. 4, 2011, pp. 215-225. https://doi.org/10.12973/ejmste/75210