_

0

ED 080 59,41

-4u,iraoR- ITITLE:titi.§TATUTI N

pATE.-:14-6#1

40VEMAL, CV.

=ORO. TRTE,--tDESCRIPTORS`

4

WTRAcT

)

a;

' tDaddwRstiE

Perry AlanSPanien?Speakinq Students and Stan dizedNew Yoric -Stae-g34d*tibn Dept. Alban OfGenerl-

\NOv 72

10*0,1040q. 0w 1912

--'* .;

Tki 003, 111'

.

=_

_o

:Ac4ieveient TOrts; *Cultural Context; IitelligenceTests; Resear (ROlicitiorsIT *SpanSpeaking; *Standardized Tests; *Test Bias

_

--------- -=-------------_ --. =-,----

_.-7-,-_ --_- ,--- __, , _ _ ,-- - , ,, _ _ _- _.__,__ ----------,,.-=:., ------ -------'-- -.-------,-

1_

achievement linguistic,-__

' a.--- .

ersaroh-,, : z---eieW e r,reeatsithattdadiedintelligence d : , eVeaen_Itin -eeen;e_ -9 pc 034tprand goychap iet4 icifiiliieS=tpk§p4tait;* a#iri3OhiIcter in termstf2aidkiieethal-5±1itebi i fttI410 1e _01:ai ra i:Of-thes __ erten _ Itbi_

-o - i1 stra_

a 1 ng_onee-

*

e

--7-7-'---S---a-ir

-__-"

0

_

-itn)Iftrliie1 e

;an :47_e_language

it---_-.=-0_# 14 '

ofJtmilitateeared to

rather,=r---- :

==

n-

=

- "-

c_.

Tanguage ènerally

_,-

iAngtilimen

oxest- indicatn4g:

of*SPa-81-sP childréz to4cademitabfaities.--As in- ecase

athieveent a verbal tTce

thtests most dedent onresulted

ishiridiga language

:-

_

V

4

I-

0

111

1-

CN

C]03 ASSISTANT COMMISSIONER FOR

INSTRUCTIONAL SERVICES'GENERAL EDUCATION)

c:a

.41111.

FILMED FROM BEST AVAILABLECOFY

THE UNIVERSITY OF THE ST. TE OF NEW YORK

THE ''rikTE EDUGAT;ON DiEPA'NIMENTALBANY, NEW YORK 12224

7

S DEPARTMENT OF HEALTHEDUCATION 8, wEt CARE.44 TIONAL INS717 or E OF

EOUCATtON

' i` uftif

f "ff ' f 4. r FiKf

a

ANDARChaiiiairTESTIS

By Perry Alen Zirkel'

3U Z7 19A1 L

DIVISION OF GENERAL EDUCATIONBILINGUAL EDUCATION UNIT

618 474.8076474.0213

This article appeared in the June1972 issue of the Urban4leview and isbeing reproduced with the Author's

permi-ssion.

Perry Alan 7.irkel is assistant professor of education at the Universityor Hartford (Conn.), where he is dn elarge of Evaluatinn of Connecticut's _

'Migratory Children's Program. Beginning Ally 1, he will direct a bilingual

program for the Teachers Corps.

Sy

Bilingual Education Unit

November 19(2

c:E7- - .

-i: T- .- .'- -- I '-: - :i

I L il'_.c / /_-;1;: I. ' . - / E, t fD 4 t'

-- -- ' ./ /J. ' , --

I ---, 7I ' i - .- . . I

-- _i__ -

. : :1r'- . 'S

:_ ji -'c . '-,---

0

T; N - *

-: NOTE. AND REFERE?CE5\ .

E ' t \ t

/ '-11 SDence et a]. found th -i an-JAntcriean thiljren Lrom 'homta

where both inl.idhitd 1)-Tih cre spoken scored sht1higher in both tne WThC B than ?lexic n'4tjex ican hi1i nfrcr hornere oiii paiits apoten I

2 t.itte1i obtained simi3ar/indins "by comparim' -tie rer'kal imd

nonverbal TQ scores oI no1ingua1 v bi1Pa ttnrdi wraUer J..who tereJrorn 5 dif1pnt 1aiiage backgroundn cvrr, "

found t gua1 hilren to have Tutantlf )iiier vchsil

and noverba1 resalt'E thai monolingual children in 5

I3. Whether t1e directions are r a1anga riaj alsc na'ea /

difference In atudy involying chth-en vaou lanuage.!baekrawida, butno -c1uding ,&cildren,

Pintñer found the rw1LtaQn a UOfl9rbal tqst v4t nonV'z'bal I

drèctions to -beThi er.t"ab those on a nonver,al test'iTth v4erbal I

diretions

)4 Bardie pointed -out that. research haL4n at-a genral 1c pf-\ predictability of IQ tests for dadantaged c'ii1drecus-1/

choo1 authorities .n several citt to thc6ntinue thei u&e jFor a discussion of the deision tO\&iCOntul3e I testin in ieV

= Yotk City, for example, e'tTest Bi' in Lzst 'of studies- _'=;

.. 5 Moreover, he found that ieither test was aigniticaAtl relatedt grade iQ,int average for, bQth Abglo and 3panisk-Ainerican

ch4ldren.-

% Cooper found scnihat different euIts foi blinual ch'ildren in

uwn hose nave 1anuage was Chainorros. he found that verbal

IQ tests geneiaUy correlated higher the rsults of the

- Califoini Achievement Test than did nonverbal ic tests

7 Lerea and K&iut, on the other hand, found evidence, that anassociation factor maj have been n advantage of bilingual cldrer,from Gre, Polish, and NQrWiaTh backgrounds in rforinin a

verbal learning ta3k/__ '"

B The author would like to thank Mr Jose Lui,&itriandez of YO sti3ilingual d.icatin Offtp.or7is invaluable inaxhts and nro-

-- tessional a itanbe in the dve1obent,p'thLs article,

-

9 Robinson sltnllarlf found the 'Ap to be comparabLy relab1e fora&ntaged", 'a'erage,' and itisadvai agedt' tuDlls, blcl' and

whi-té.- , - ,

10 G F Johnsor questioned the content v1dity of the MkT for rit1e

- I A 1dl-claE. r1:ented aohieeenttest

is validated by middle-class'criter.ia ' Thus, t'e Iniddte-clas5

culture bias is not el-rinnated)frm the tts '

-'

if) ' -

- '-/ -

I 4 '- -. "- 1I. '

-

II

-i- - \, 'J - - '- -'- -' \ / --' -j:

/1

SE:

*

on the Wechsler intelligence Scal 1 -r Children (WISC) in Sffahish

than in English. Manuel found that the average 10, of .a -sample of.98

Mexican7American pupils on the Spanish version of the StanfoiVinet.

Intelligence Pest (3-11) surpassed that df the English version;'

Keston and Jimlinez., who found the opposite toAbe the cage with a

sample of Mexican-American hth grades, admitted", however, thW,th'eir

°results were probably attribiltable to- the relatively low gpailifl

lalmage development of their'sample and to,the use of a Spaninh

-Version of the that was developed in Spain and that :wan not

Illodifed,to take into account differences,in dialect and culture:.

-Despite the higher scores genOally obtained by. -trannlatIng

existing standardized lq test inW5p:mish with appropriate cultural

Modifications, there is evidence that such procedur may not tot!illy

.solve the problem of effectively testing Spanish-speaking children.

WeariYlas 1921, Pintrier emphatically stated:- "It is perfectly

absurd to imagine that any real-comparisons can be Obtainea by

11.translating tents -from one -_language to,anothefl% ileca\described the

efforts of_the-Deliatment of Ecucation in PiierteRi&O, eo adapt and-

.----deterMinethe-porms.of _the WIC, 5-3 and Goodenoughqarrira4-A-Man

Test -(6.40',,MaRing changes t6allow-4for-affferendeS-in-Vocabuiaty_-

---freiiiieney-, cultural ConditionS,_and order-e_f_diffic41,y, yet the

three adapted tests -prOducedkenerally dePreas-edI0..scbres Tot' P:,erte.

Rican children relative to AMerican norms. As Roca -noted

-There-is no doubt thate'nb matter how well an intellignede scale

it adapted from one culture to anOther,-there'ai.6'cuituraI

,* differenCes4hich will make the children iron' the second culture

score lower tan:thbse from the-firgt,_

Cote similarly found generally depressed mean If scores for

Mexican-American children orr-teveral-_,pOnverbai intelligence instruments

.adritinisteredThwith_thadirections in :spanishl . _

Watson and GoOdenoUgh and,Morris.conCurred'thatthr.dearch for. =

a-CUltUre:--free intelligence test is futile, Stablein, for _exam

found the-DeviS-Eells Test, an' attempt ata-cUlture-frse test of '

intelligence, to be as discriminatory as other standardized measures

betWeeh Anglo-and Spani sh-American students. -UevertheiesatheeAstruction,of specific intelligence tests for different.Cuitural

'-groups seems both possible and worthwhile. AsRamirez pointed out,

such tests must be_besed on awareness ofidifferences in the cognitive,

and indentive.motivationki styles as,well as the communiCation style

of such Students. =

IQ Test; 11.ehalv. Norwerinil Thst'Snanish-!speaking children faCe

Ne_a language barrier that is built into standardiedintliigenna,tedt3is further revealed instudi'6s-compaeing theiTyresults on ve'rbal and-

nonverbal subtests. Several such studies t'agnd the average perform-

ance scale scare of Mex-,Lean-Amez'iran children on the WISC tO surgads

their average verbal scale score. Darcy, had similar results when

comparing the scores of Puerto Rican children on the nonlanguage and

verbal sections of the ,Pintner General:Ability Test.

e

2

.. . '' i

V 1---«

:= , -

,-:1-1.-_7 I -7=-7$

--__f -=_

7

-:F.,-.-,-..

S ,---,

Ire - r

,:-r

=z- , 71-/ , ,.--7.

tri

'Moreover, verbal and nonverbal T4' testa have been fond'todiscrim-inate differentially between Anglo'and SP-anish- children.ildren.

Altus noted that the average verbal WISC. score of Anglo 4.r.terican .1

children significantly surpassed that of Mexitian-Ainerican ChilfIXen.,

but that their respective nonverbal-"Via scores did not differ sig-t

niidantly. Chritfitinsen and Livermore recentl&repliCated these ;

edulta, in -which, furthermore, the 'arame; pattern was reflected

_ 1 - in the four related intellective -factors of lifsccle3cribeill:4,' Cohen. s' ----

That is, they found Anglo-American students to-,.signifitantlY- . i-

-!-,

surpass Mexican-American- students with--sresPeetst:6--thetwo verbal .r

e factors (Verbal,_:CothPrehension'...and-;-Releva.e)..;,-;bUt,not with respect

to the two norfferbal factorti-(PerceptuaI,-Organilation-_argd Freedom s_

?rola DittractUclitY.). -A -_cohSiatentily significant factor in the

,,- WISC performance 0 both the Anglo 40-f.ietico-Arazrioh-pupils yas ,, .t

socioeconomic status (-SES).- . __s-

. . ,..

. . ,. - I

: .

i

_ -

.1

i 1

. i

-oeveral. studies ccinfiirbed Altns' results by -einploying'other, .

...,...

-,IQ iinstiiimentr.t. For example, .theestime. ritiern, emerged in 13'.-E.: . ,_

Johnson's, cOMpearlSon of the eresults of Anglo and Mexican='AMerican-

/ .students en--tte verbal and nonverbal_ sections- OT_thesCitliefornfa_ Test

/ . of Mental -Maturity. B. Johnsattla_ sample of Meiite.n4metiCanlishey_s: in= ----_-

pirs:cles- 4,6 cored isig:ni ficarit14--55e1bw Anglo- norms - bfr -a 'verbal; IQ- e,

test, but their scores on a _non-Verbal-,inatrur-itent trere-_not significantlyr--...-; different from the Anglo- mirth's,. Rice reported that Corwin arrived at ..

; Similar -findings- by comparing the results of Anglo. and--14exi-can,:.

-AMeric an children -.On- various verbal and notiverbal4dntellig4tice tests.- _ e-,- __

After -administering .a Verbal IQ test to a-grodp of Spanith-Speaking_ -_- ... 1---

-;- yotingsters_:-. Coindeeau concluded that' the instrument _was-eadtually- a

---

-i.-

)-- test :0 of -Vocabulary'. Thus, verbal 3.9, tests obaCure- an -,-, ..

-_. ,s ..- adequate assessment of the _mental ability- of Spanish-speaking- children.

' -' _ _

.

---=14erely uiing a nonverbal IQ test, h owever, May -be' insufficient

._ ,...

assess accurately the mental -ability of-_Spirish-sapeaking,--children.

Some researcherothire indicated that nonverbal-,and verbal :IQ tests ;I-

, may measure di fterent abilities. Further. other retearChers. have .a.

pointed out that so-called "nonverbal". tests contain a verbal--Dadtor.

Finally, even, the langiiag-e of the directions o_fs a nonverbal-IQ test . ss-s;

may make a difference.' =Whether this difference is signifie-ant ornot remains. a question l'intner ' s view was that "nonverbal testswith Verbal diiectiona are' not adequate. We ccinnot be siire1/2"trans-

. lated verbal directions are'ecusalY hard or equally easy." According--

to- Mahakian and Mitchell. scores of SPahish--speaking childrenjne theprima-ry" grades on- the Otis group Inteliigence-,Seale were signifibantlyhigher when -adtinistered with the directions in Spanish than =with the

directions in English.. -On_ the, other' hand, Anaseasi_ and Cqedova did

not -find the language of ikstructionasto be a significant factor intheir study--of the use of theCattell Culture Free Test with Spanish-

.,s. speaking children. -The Puerto Rican Stuciy,s_imilarly srevealed no

significant difference'with regard to the performance qf Spanish-

speaking students,on the Lorge=-Thorndike Nonverbal Intelligence Test

(L-T) with t;panistrw. English directions.

e.

-'t-

t

4.(....

'--- --7--e.- V . ,4,7,4_

'-iE--4:; .

4-

'W-.., .

ITests v. ischleyements: Criteria: Fukher 'indida-tionn of the ques-77_

tionable validitx,of IQ tests fin: :"paniah-Sbeaking children can heseen in audies exploring the relationshin betweenthel.r IQ scores--.77:-

. ., -and their results Orf,mennures of academie achilVenienc?_1 f.',Iich,

studies reveal differeritialreSults bet'we'cii Anglo and Spaninh-rs_ American cj,idren. -Nlog...per, for example,, found that both the _4I12

and the T .ere significantly terated:to the -results\on the Pietro-,

yOlitan , h Toot (1M)- for Angle-Amer,ican, 9th :graders, but _

that neithr of neSe IQ-measures was -s-ignificantlyrelated- to the

MAT or their Spanish-American counterpatts . lie reported.that'"the greatest differences between he SpanishtAireridan and. knglO.ethnic, groups were observed when reading ability and.ornpr.ehendionwere-mott involvqs1' in the obtaining Of rileAsuret:tent14" -'''_ -Carro-.4,iimila-fly_, found dIfferehtial effects- of IQ enlianguage acrdevenenttests between .Anglo and Spanishlt-peaking;childreni.7 -The importance

- ' of .the language factOr is 'even Clore evident in a #tudy brFailinpuswhieh,rAcealed that riontrerbiti'*_T,Q. tests 'correlated nigher with grade

Ppint:-`b-r-erege than 'did verbal IQ -tafits for Soanisty-Sneaking _1.-.tudents

TiIst- .trsa -_iZest.-s- . -:".. atudkies- y_,- te-n-seri- and by _F!-,a.'pir.:r

Et

prc:ivide- n-- -further indication Z of -the_ ineffeeti.iene_sa of standardizedIQ tests in dnterthiiiing-the-(rttental- ability-of:Spanish4s-peaking_

de-VI-sea:a-a more direct method -of mentalability ,ih

_ _

the form_ of simple learning tasks. =Js-fter_-_test,i-inge a group

of -36.Anglo sfahildreri:_equated-_ on the- basis ofage-,_ SE.S-, _and tO, he found that islexicari,Atericans_children *with low

not only signi ficantly better- than"Anglo-4meriecin_._Children-With-10Y IQ' hut also as _iiellas-AbotkAnglej___and,i-Mexican+

eriaati high IQ P.6.pie-r :8186' cdridueted--tWo, experiments

various learning tasks and forund:_eVidence of differentlearning for Anglo- and iAsext.dati-#Athdrican_ -children who

were itched the _basis of rive, ,S.FS, -and IQ, eSpecfslly for those

ch-i-Ydren in---the-le-r--f-ange of -IQ. -_sShe found -a -lack of verbal-association to be One of the difficulties' for Mexien.n--AMericanchil-drehI7

sutimARY

. .

A.review of the research on thts\IQ .thsting of ::,:pan ish-speakingchildren reveals- the linguistic and ,,culitural handicaps standarized-IQ test's present 'for such Children. Such variables as the language,cultural construe -and extent of the Verbal* factor of such tests,see rn to significantly affect 'thea-perforynane of Spe.nish.,speaking

children. The- vnlid,itv of such tests is further called- into questionb$ experimenting with direct learning tasks- and exploring therelationship to achievement' -criteria: Thus-, there emges theparamount need to modIfy the :use of preent IQ instruments and to

- develop new' specialized instruments that utilize the language an'dcultural background of Spanish-speaking-children tn,faciiitaterather than obftiscate the assessment of' their academic abilities.

4 =4

so

r

-

f

ACHIEVEMENT TESTING '.- .

)A number of studies_reported that Spaiii*-speakiri :"..1-4.1.1'ven

scored generally below AngloArnerican -children on standardized testsof academia achievement. ;still, there _is evidence. that at leiatt

.- some of this discrepancy is-caused by language factors.4 k-;-

.Ackqyeirrent Tests: VerbAl -,r-. Icc}06.rbAl:. The discrePancy 'betWe n....._

Anglo and:--Spanish-AMerican studentn-was_,mtich -grater in- verbal -than

in -nonverbal -areas of_-measured achievement .- The Coleman Reffort-,-- .

or example revealed that scyrea of verbal ability_-were- consistently-lower .than nonverbal ability scores for -Meiican,--American and-TUetitO-

P.ican-pupils- in grades I _Wl2'. -Paldmarea-and -Cullinane :noted that.

arithmetic subtelt scores sursias-ed reading ,Obte-Sp. _scores Of:'_itvilittican--

American pupils- ir; the_early grade. . Palomar-es and ,JohnSO-n7fOtind_that_

-all 'hut four of .50 Mexican=Amerid_anr_pupi-1-0-, referred= to 0411- classes _

!'..cored-, higher on the e.rithrietic. -.Subtest, than on the reading.; and --spelling

5ht_eSta_raf ]::the-Wide :- Range, -Adhi,e_yemetiti'ZesV.., It is interesting to note ----....,....

that :seven -- Of these :students_ were at -or above grade leVel.--in,ALII___rthf v .

achieVeMent --atittests. and---that.-_-:',Only 'six_ of them had sp-oreS-,On-the-G=H

indicating eligibility-- zfor--_-,IM--_-_clas ilea. _

study is an -example in itself. lie adniiniatered-

two- standardized achievement teata_-16,--=-_a_sb.raple Co-PJ--103-=Angle arid

-foUnd-_,---that -the 'Anglo--SUbjecti----

contistentlY:eurpassed,the -MeXicanAMericanl-subjects in those sub-

tests- :inVolving-lEnglish- language_ :A-idle; _but that there -were-no_Significant_ =differences- -between the-scores -of?the,--tWO grO-UPs-on=,.those

. thibteits_ involving arittmetie= skills. _ I

Stated that -sociOeconarii-Ofactora_j_Should:Lt,e, Considered- assessing the --performance of 'Spanibh-

speaking atUdenta_On--_Standardiz-Fd achie-veintnt, tests., -His-saMplei.of--Anglo-American _lth. graders :appeared to otii,perl'OrM_ their -MexiOrini--

-Itteradan:countfrparts._On all .sUbteSts of tne Stanford AchieveMent,-However, with SES -held constant -at VIII these-

differences became insignificant except in the arithmetic subtestwhich favored the Mexican-American -subSample.

Ar:hirwein -;Piasts:: Sanish v Tn4qish. Studies-. of standardizedachievement .tents Which have been translated _ into ilpanish- offer moredirect evidence of the language -barrier _that, SpaniSt-,speaking- studentsface in such tests. -When --Mahakian-,_ for example, administered;a:standardized reading-telf. in -"both original and translated :versionsto 210 -_,90e.nrah,.speaking_,Children in -grades- l through 7, 83_-peraentachioVed higher -total: score in 8panish, -with decreasing d.iffetencesfoLtnd._ in aticendinif.' grades. Thonis similarly found that 16 out of 191exican-American students scored higher when- tested with a 5pariish. -

translation' of the P_eahody Picture Vocabulary Test than -they did

with the standardized English version. According to-.Davis PnriPersonke the differences between Spanish and English administrationsof the, MT were mostly nonsigniticant for a group of-Nexican-American1st grade*.. However, the- mean scores on the subtest that mostappr6--priately reflected their language background (Word Meaning)

'

rive-filed a significant lifferehee favoring the Spanish ver-sion. ---"-------;.'

. .

-.Despite repeated r---emind.er.s.: of Geer:der ' r.: ;statement at the 1967

. U. S. Senate -hearings -on bilingual eduction, most writers and-_ researchers on the subject of . the education.;:of the :Spi3.niSh-apeaking

seem, to have forgotten or neglected the importance- of ei -major EOudycondue ted - in -Puerto Rico: rip 1926 .by._ the; "-International Tnati tut,: of

r Teachers, College. Coili.ibia University, , -which involved the "ailmi ni stra-T..'

tion of over 69,000--stan"dardized --ach4eyeineht testa in Rfig,lish and . ----

Spanielf. 'rhe re-stilts of that study indicated that f_ilthodgh-'1fig.1...

had been impOv.o. -84., tho language of instruction since the Un--i.tell 7.

States took-- control Of Puerto _Rio, in 1893,, the. tietto hican- Child-

.ren!.s.-.etehievement in -English showed- them to be markei114,_ below that of -..

continental =children:- i3ut as elaarder emphasized,: IC he! Puerto Rican.. . , --. ---'

---jebildren'-a_aelityement through =Spanish ,T was, by and large-,, ifia;rkedly7-- -, --.,=.:1

'-.

superior to that -of continental Children ho were us4ng their own. ..

_.-- inother' tongue.,- Paig-1-1.-sh.'" .

.13-

-_--.Translating-Standatdiz_ed-achieyetient tests points to, but -doesnot profide, -the.--,WaY:toiimore:eqUittillolet-opportunitieS-1.for=43panish7;apeakiTig_-Students: stated, "T.v deYelOpment of...tests-appropriate to st>nniishl-sneakiri-#, _children is fai, tar- more than simply--tran'Slat-ing _._.disting tests.," 'A glance at Etont'l-a cross-cultural fren_uency__,,

tests --indicates the --YarYing-_-diffiCultY levels of lexical itemsacross -latiuctges.. Differ-ences in dialect and. eneken- language: further ,confound trenelated--Iteets-..- --The -culturalboundaries that r_strictk.me_arang-- within -languages are reflected in!'irrlfide description of a- doitinercially aye-ill-able :Spanish translation

achityement -teat. -9 One of the it-eps- inthe_1.'English _edition calked_ for the identification of the wor-d40_1e!

fl-by means Of:ehoersilig--t ie appropriate illtistration-frOm -a serike of_ pictürès. Trt- the Spanish editin, the item was trãñslated, ir tio_cord

with a- "-S_tiindard!'--Sriatillh;Engl-ish die tionark-,_ as peat-el .

eulty, -however, -becametcoMpounded_rather -than.-alleviated! for- -PuertbRican pupils-, for -pitst6/--ie a -culturally and 'Visually _distiriet dish fortheth in totps.risOnwith.pi-,1hith háretaincd.its "A '611- Verbal-andvisual identity in -Puerto Rico. N

AchThirement Test: _Es_sa --v. oblect:iye,- Caldwell -an 14pirry- provided-further ev-idende ,of the --importaneeTof the -lariguago factor for Spanish--speakingchildren when, they .--cOns_trueted -9b-j-eetiVeL and assay teats-de-Signed- -to be -Of the -earme-----Ceittefit -and- diffic4ty in each-, pesnitethe _feet that theilljec-tive tests were F;Iveril;irst, thereby causingany aCtice- effects -to _accrue in -fif.Vor_tor:tte :e4.1a/Y.,'_test_s ,,_ the

_ _

Spanish-speaking students- scored higher on 7e object-Lye tests. .L.W.fournti--I,hat Spanish-a-peeking. children cored

'significantly below their -Anglp; -Olasaratke-e/ on a,,-;test Oc,- -Englishvocabulary, enough_ .tije deficiency was lest in 'iiib,tect- emittervocabulary tests.. -

_

sea

es.

*

4 1,

:

-

- =

Ahiew.-.i/n'eni: Tc..sti-,...:- Pe1-iabl1Ity and fialii:7i.liu., Sone researchers-,partic9larly-FiShman, -have,-4uegti-otled_ the reliability drui.-p,..i.,:f.c..t.ive40-i-ty -fir gt.--anffki.iii4-achie:/ebdrit- tests for minority 'group,

cv-/ti4r.----- in.-0Ani-rti.i. ' This quest,iQn retains unsettled- although not- unitiidied,;-With. specific 'referenee to- p'ani-Sh,60:eaing- Children. In.their\ studY Of ='SPanish="ape ,: int 1st-gtalietsi_-MiShra..tind-:}11-3±t found--significantly _lower -leVelS.,'-Of--re-liabilityi and,preilidtiye:;.Valid.i_fyfor--thothe.;Suhtests of the-10tetrOpolltaii ,Re:6134-rieSi5, Teats -(141d)*--that -were most dependent on -FInglidir language _Ability-. On the-bther-iind,

.....-.

-.._ Mitchell.--conSidered the gentral, _level of predictive l _validity , of the..- MET for- Sps.nithaPeaking 1st grader's to be.,coaiPafsbleto ttit:it.

. Other-' -etlinic- - greUp-a.t_: 9" ponitd- di fferent:-sample sizes, _Criterionadhievelient teSta-and--lefigths.--:-Of- the periOdS---betWeen-teStinK-,-,tiie --ireaSons;Xiir- -these --cbiitre(lIctOy"csulta Jare,-.--not totally:, evident Andtheelarifidatidn,-ziWai*S-Efiirtheri_researCh;.- Inini--related--Studtdiy-Arnold!;. the -fm4t w0. a quite reliable Wheri-.- used-_ With Span i s h!-Npeaking,fird-,--gradera-,. lwith

e dMti.

hne-A iiP.__, i, t--_ t8_t T_ roVisey t.., h a-that an a.p- Pr- o- p r-i- r a- t- e -diff i tctltS leVl be aitered. , :.,'...)., _ ,Where-Atandardi'Zati-eadinesa-and_ achiever-dent testa-dO.,PrOye tohe ilieliable-and__Nifilrid :predictdrs-=--7Cf-:_later: achievement teat results,

is may.rieaa. ;_ho.-Vidre-_-_-than4 confirming -the- COnaiateney--afiang4age..----. -d i frit ties :feir- .:".Pani a ii--- SOO ing--- dl'i'lldten'Aii=f_ii-d,hosbic. .Peiis:ihke-r-_iind_ffq-==elimfae---,faiun-d-_-the-,MRT._..ta--be-_6.generally_-_.-hetiter _'predictorojr--rw,ding- -abilitY.- for=iSpaniah.=speaking, -tse__-gradera.-_when- adpinistered

in Engli-Sh-than--iiiienadministared. 'in_ SPanisli. Their Concitiaiet, =-he-Ar-s -retreating-:- .-.,-..

p et 1 fa p i; : -_t h,36 -_,1e_ .it d i rie s _ teat was valid but the reading,

-_ rbgrati was not Before accepting the program, orthe; te r.;:g. as a val.-1-d._ predictor of _subc-eSS. in thatnrogra.M; it might be-pertinent to-,ekaMine so Me oar ..- --= the-alterna.tives .

- . ._ _... -_.

A re,i.e.w_ of,,the research on tnc use of standardized achievementtest -../ithpanish-=4-ifidaking_ children reveals that; -da_ -in the Case of-Sna.nish,:speaking ehi-ldren," s verbal factorarypeared to militate against the optirial,perforance .. Those sub-tests. -moSt dependent on English -language 1lls generally resulted in .

poorest-perfOrmanci2, 1011c/tang a handicap, ih langiiage ability ratherthan 7.11n learning ability.. _

--"PYCHOLOGICAL REACTIONS TESTING -

!Urn)/ researchers. have noted,' but few have--soientifcally --Studied,the :psychological reactions of SpaniSh-apeaking studentS totesting.PaleMares and,Cuinnins inditated that Spanish-Speaking, Children seemedto apprecip.a- the special attentioryigiven to them ria testing. ButArmstrong and Smith noted a -lack Of 'test motivation in--their Spanish-speaking -s,14hJecte. 14; Anastasi and' Cordova deseribed the character-istic reaction of their*Spaniahtspea.king stibie'ets-to testing As '"-mild, confuSion followed p:y,--amuseinent and indifference:." They,

7

A .

9

I

00-

V

attributed this reaction to.'linguistio bifureation" etWeen

!--m-WTSpanish-speaking home and an Engaish-dmmersed scpool which resulted'

--iri'llpsychological-insulAtiOe to what'gbes.on in the latter. As they

\-=furtlier explained:-.... , . ,

i.

.

,- Not 'only' test performance, but--aiso the general intellectual_.development whichtests areJdesigned t9gauee, are seriously

handidiapped-bythe attitudes and,intellectual habitsreSultling.froffi theehild'i early linguistic confusidn.

Examincr VaYiable. . The importance of 11..guistic.and cultural back-

ground to t.eSpanish-sPeaking-child is expressed in his'react.ion_to

the-languag and cultLre of the :examiner. .In a review of' the 'rSTad '

stat_e-ofAhe.aft"orlanguage testing for linguiatioally :different ft"

learners,.. Pordie noted%thci value of a test administrators ,giving

directions in line with the language background of the,Oi? .

. _-----

_

The inte-rplay _of lihgu.istieCultural.and paychOlogical factors'

is revealed in the examiner effects on the test_performances;Of Spanish-

speaking stlidents. AnaaAasi andrde Jesus described, 11.henthUitiaatic._.- ,_ .- _.

respOnse:frbetheirSnanishubledes to-teating-Ait they attributed

asthe:effect_of_an=eXamner-of the,sameethnic group,aa the -students-.

Pale and?Johnson6Undindicationa-of the effect -of-An-examiner:4riable.byeomparingthereferrala of SpailiSh-APeaking_Children XINIV-Ola'sdea from-AnglpkV. Mexicqn=.AMerican school payehol-ogiata:

Ahastaii-:-AndebtdOVA-alSo_uncovered.evidence'df an examiner variable

along the tnedrn.lines languageand_cUltUre-by-adMiniatering-

' a nonverbal inteli4gence t-.6t.to -_Puerto Bican-pupils-with direetions-iii-SPaniSh-v.eliSh., theY.found_that a testing order beginningWith-SpanishfaVcired the-girla-While-one beginning with.English_

favored the bogs they attributed this difference td'the greater-

begree-of-acedlturation of the-boia-And;Ttfius, a greater rapport ,,,,Itn

the-ANtic, examineA

The. compl,exitt-te thelingUistic, cultura., aid psychologicaldynaMies-bf the testing-situation is fdrther revealed in two recent

studiea-ihvolving examiner effecta-on-the.WISC performance of Spanish!

speaking students,. According to SWanson.and DeBlaissie,'the use of

a-bilingual interpreter as41) -adjunct ,-toa monolingual Anglo examiner'

did not. aignificaptly affect the XC acoresofga groUphof Mexidam-

AiericAlf-lst graiers. However, any advantages fibr such,_ . ,-

a_teSting situation may have been counterbalanced by the poisaibly

intimidating_preSemp,oftwo_adulta.i Mdreover, the second-class

-statlis of these pupils native\language mAYhAve been feinforced,Either than reveped, by the s'Ubservient position of the Spanish!

spiakinginterpreter in relation to the Anglo examiner A study by-

Thom's-At. al. chowed thaVaienificantly-diTferent performancelovela can be obtained for Spanish-speaking students-on the WISC,

depending on differenCes in exaMiller styles. Their study involved

the testing-of a'groUp of Puertb-Rican pupils by two Puerto Rican

examiners. Althoughlotith eximiAers were equal with respect to sex,

ethnicity, Lueney in Spaniahan' English, and clinical experience,.

donsistent higher scores -were btained by the examiner who,encour-

aged active rticipation,.verbtdization, and repeated-effort onthe

=

e

r"

=4=4-

A

=,

4

=I

part r, r the pupils . Their results buggest that such sudentr. may?.4.7: Jr: equitable opporturtities on, 1C1 and achievemenc tests, iTteachingl and tenting procedures are optiraized" rather"standardized." % ,- -N.,..L...:,-

* . AT7 -

....CONCLUSION ,

__, . . .., _ficltvi ev of tir xresearth reveals that -standardized intelligenceand Achievement t-6stiq?presents linguistic , cultural, and paicholog7, ,i cal difficulties for Spanish-speaking children in terms of such

.

internal'ot intervening -variables 's the language of lheadministra-tiOn-of the test, the, extent of the Iverbal Ifacior in :itt, and, the '>

ethnic-backgroUnd, of. its administrato '1 , :`-', : .

_ ,- ,

. _- 1 .

.. _Redearchera have -indicated the -1. adequacy4,f-vteh tests- forSpan i air., Sneaki fig Children . SeVertif4 i or.-:theilf- '01-er On de;, Herr, Hughesand -4nOhez, .6-#,-*(*0'- ,pointedi out that st_aridaildiZed tests ,dCr nottake into consideration -the;:tionatandardized_ background Of-ppailiahlSpeaking _StUdenta - lil'th'eli7-- '1Gulaainfititc'tiiiiist:_ Minority-Groupc14-14*1-_, Fishman :et::,a1-, Underseordethe -need, -for--developIng r

_-_-

different-noird a \ for:-,sPecificrMinoiktk, 'groUps -2; (See-.0.also -Rankin and- -HendersOn) .- ='_'Hedaue-e-_Of7itch!'.inadequacies,seVeraI-Wi.iterS,(Dielipa, )

--.,7-

klorS4,,-Nationd*OriferehOel,:.PalOMares, and -CiimMit S',-:-Ri -de, ,Roca,

--Radrfguez:,:Williepiak4; decried the 4ak tp-of-;AnprOriate tests andappropriate. .

,

have ealliefor:--thei 4eliei§iio0on:t-e'idf6 effective -itittrUMetltation.. Bordie noted an emerging trend to develop -,new, specialized -tests

.,

... . ,

. rather than to -depend' On tradit idnal , 1 commercially aliailableinstrumenta-. . -' -, - ,,,

_

RodrIgUeztermed testing "an educational roacibiodk" which4gUts SPaniah--.4.-4iingcChildien-off at an early age-from-eqUal,-

_ !due 4,iilal,Obi0Prttlaj . He -added that testa,,refleot the monoeultural-nature of the -schoOls c,,,,r16t the ,bicUTtUial _background Of. such -students.The ="diaadVantaged" la ,el, that is inned on,-Spanislispeaking childrenby thi*alanocUitural aOhool-ayStebt= is OfterwceMented ion- by tests.conatructed- from what for -these -childt-eil_ ii44 -second language andcult4re, The -Fecent,deelopments- of bilingual-bicultural- education_land testa , , Which use and cultural baCkgroUnd, of the;

child as an asset rather\ than -a liability, show that the label can. beswitched to "advantaged" ' paniali=speaking .children.12_

;

I

41 ,I ,

,.-,..

.,

i. s

,

\ : .

NOTEsAND REFEHMU5', ,-

' _ ,-4--

Spence-:et al.-found that 4 ex,iean7-American children Ciomihomc-s,--

where both EnglOh°and .): 576h ',40c spoken scored algnitie4W--,- _

. - .

higher in both-the WIGC and:S.I3: than MexiqkmvAMerican thild.'em

ercm, hOtiek-where only Gpair:sh--;.tas spoken._ 1 fl, ''' - i ', 1-(-

i

2. JUttell obtained simil'ar/f_4dinshy e4tparing ).1-11n.,TTP11.:4nd

nonverbal JQ. scores 0

who were,rrom 1-5-diffef44und,theb.1.14gua14

onorangual v. .bilirtta thirdiKradernnt,language b:ackgroundn. 'Hthrev-er,, he/

h'-dren,WhaVe sipnifAtantly_ii,iher vrrhal

and nowerbal, insults- than, monolingual 'ehildr,en' in grade 5'.

3'. Whether the directiOnk are an a:lan also'Tk?.na,,k,

difference. :In k;Study involying c then r6 vatious'lapguage,

backgrounds; but.,notincluding SPanis -si)-naking,children;

Vintner rsu1ts on test, WY:4nonVerbal.!_,,

directions twterhiphet:than__-.thOsn-on, a nonveff)kl.

difeetlons._ -.

, -'z -

14. --Elordie__pointed bx that. reSekieh_at,,ihd4cati_Wk-genOral4aek'ofpredictability of _T..1 t'estp_fot..-diSaltageA -children, ceils'inv -

\- ,

:--.\ tehool-authoritats in-several ditiCte-diSeont-inue-thi'r use,

'or a disdussion-of_the-deision'te'diScontinue J tgefFia-g in New -_-

I YoA City, for example, .6 'Test= i'iList.,of_tt-441ea.-.

. _, -. ._

Wjfeover, he ,found that -neither T-Ttest,was significat1 y, related ;

_ r

I_

to gtadepoint average fol*h---Angio an4 qpani_sh-Amtrican_ '

;I- ;, 1

i

. /,children.

CoOper fonn&sqrdSwhat different feAult,s_ for bi-110141_ci-tildr.en in

Guam 'whose 'naive language was 0*Mor-ros. He found that verbal

Wtests_gentrallreoffelated higher 44., the results of the-

Calafoniar Achievement Test than did -nonverbal lq-tts.,

Lereavand.kOhut,:on.the-othr-hand, found evidence that an-association_tactor may have heen.ip'advantage of bilingual cbildren,from Greek, polish, and Norweian backgrounds in '''per.rprming-6,-- , 1

verbal learning task.I

', '..,

8. The author Would like to thank MX:. JoSe Luis%,Hernandez of JO'

- -BilingUal Education OfTitql..Corhis -invaluable insights and pro-

--ressiobal assistance in the development . tilis-artiele,

9. Robinson similarly- foun the Mr Vo'be comparably reliable for

"adre.ntaged", "aierage, and Ntisadvant:aged" pupils, black and

white., .

10. G.F.-Johnson questioned the content vaYidity of the MAT-for Title

1 pupi10'in general. "A middre-cla s.. vriented aphieye7ent.testis validated by middle-classicniteria.' Thus, the middlc:.classcultdre bias is not eliminatedifrom'the tests,"

t 1 F)

I,

I a,

-,,

as7=e-

ve"

e

11. ':,:hollero questioned the applicability of the

Armstrong\study.

dings of ;tie`

,"Two-way bilingual education tTograms can also

t4d(cilitate the advantage Of'speaking Spanish for Ang16ghildren;

For a:descrintion of such a'program, see Zirkel.-

\List of,Ztuide Discussed 'in this .Review:

\.

......_

0

Aktuk.6.1. WISC patterns of ,selective sample of bilingual

'achool cliddren Journal Grereretrychoiogji 1953,83.141.248

.a.\

Antolini. A 4 Cordoe.1 A Sortie effecti\of hilts urhsmu on the infelli,,crece test pertormance of\puetto\lticarsch en in New Nora rity, 'Jolene/ orkraceitonelPsycholusi.,,,193, 14, 1;19

*nosiest. A.. A de Jesus, C Language developnient \endnonverbal IQ 'of. puerto Rhin preechciO1 child\reni in

New York; (:11i. JoirrItel Abnprirrel eru1 Socialltycholocr, 1953, It 357.366

Arimstrong, CP et el ReactiIsnaof Puerto Rican children 'in°New -York_ City to.Psychological tests..A report of theSpec:ial Comninaion on-Intrifigrotrun and Naturalizationof. the Chamber of Commerce of ..the State (4 New.York, 1935,

Arnold,', R Q Refiebdtty of test 'cotes for the young,"bilingual- disadvantaged Raveling Trechr *1464 I

341345.-Borth:, Litwiare teal. sad linguistically different

learners: TO sad "state-,d the sn Pitmen:err Itisthrh,

1970.47:414432n, .

Bransfoed. L A con)parative investtgatmof viers..' andperformance witellience messieurs ut different agesievels

with bilinguni\Spanuh-speskang chddrrn ur spe,ialclanwe'for the tri'votally resettled Unpublished doct,wel&inflation, Colorado State 'College. 196e itilssetanom Abstracts, 1917.:2-7\22b7A )

Catin'P L. From the Editor )4(nertren Edueer,ort, 1 Y70 6,

code/ell, F F , /dowry, Mt Li 0!: !SWF ve tUi S the

obstetric examination se mealtime, ,the at hievemintof bilingual children Journal of EJuceti,,,ilel_Pocholney. 1933, 24, 696.701

Cerro., 14 A, LAnguistic furfUOning of bilingual andmonolingual children Journal of Speech 'end HearingDitorders. 1997, 22, 371- ;80,

Lebulleru Y. Reactions of ,Puerto %etc

York 1 sly to peychotogical (cuts Puerto ridcArieSrii..ol

Rerretr, 1936 . .

Chandler, J 1 A Pia ) Spdowhospeakonit pupal' ki tit

fled u rdwcebk .e11). trradril S.terdo.,rnto Caii

forms Mattel) sitl,,ent of P. du, etion . I 46Chruttenstri, I A leivrtrione,

4

-!..

American and Spanish-Amencsn children on the WISCJournal of Socia(Psychology, P470, 81. 9.14 ,

Cline% M ..tr A 1aevement of bilinguals in seventh grade by*meet° le levels Unpublished dotoral dinette-tion. iln :ersity of Southern California:, 1961 (Dasn't.-lion A Vracts, 1962, 2:. 3113-3114 )

Cohen, 1 The factorial structure.of the wise at age. ,1,.1049' .id 13-6 Journal of Consulting Plychiilogy,

i.1959. 13. 285.299,

Coindr/eau. J. Tiaching higlish to Spsnish-spesking oil.dreg \ Newest taernentary Principal, 1946, 25 .404

Colenian `,.1 . et al, hitaoht of ethultrIOnal 4)ppuolunit),Washington, DC US Government Printing <Mice.1966 \.

Cou'll. J M' A Arthcir, C.. Intelligence ratings for 97Mexnan-American children in St. Paul.,1441nesola.

.. fir-tinning, Children, 195:. 18. 14.15. 31 1'

Cooper, 1 G Prechetuig school achievement for nilingual\pupils fourt:1 ui Educational,Psychoingc /954. 49.3136, / .--,

. ,Darcy, reT The operformance of bilingual Purim() 'liken.

'children on "verbal and nonlengisigi test of intelligence/worm/ of Editrutioniil ttesearch,-1952. 4.5. 499.506

Darcy. N T. Bilingualism end the'ricasurenieril of intellogeSce Review of a decade of research Journal ofCement Psychology,. 1961 103. 259.2142.

.Diva, 0 L . It ,'.A P rsonke 1 P 1r Effects of administer-mg thel/rtio hien itessioseis, Ten in Finghsh andSpanish to Sp oh speakuig ',hoot entran/sJournel PfErlucatuissal Mearsiremrni, 196h, S, 23 IQ A

Dveppe. 1 J The eveluation of 'English skills of Puerto anhigh school students. Paper presented at the Co ferenceon the,,,Education ol Puerto Rican Children n theMeinlignel. San Juan', Puerto Rico, October. 1970.

Laton; H S. An Engia* sreck.Gorisidmi 'Nomfrequency drertdrur.s sae* York Dover! reu, 1961

beide:, D. The (Avow- i oiltieicanArne c 'Fallailesof ihe mencocultun approach Pisan fiducierion, 1970.

...--'--14, 639-642

tl

F.och E.L.Vamoe l'o Develop a BdangJr xaminacionPiper presented annul/ TES01 fonventton, Newi.5rSeens, La . Match 6, 1971

Fishman, 1,A.. er al, Ciindelinee for telling 'minority groupcluldrek9owns2 of Suet/ Issuer:1964,10, 119.145

1 Verna, and performance tett septet of bilingual. Addled.' Unrcibhahed docio;a1 dissenation. ColoradoState C,ollege, Ihne,t1,uirerration Abstricts, 1966. 27.1654A1655AS

Flores, S.11. The moult and effedtiveriess of bilingualeducatlon pre/ rains for the Spahr happeaking child inIlse United Pates UnpubIrshed doctoral desert:mon.Oita State l'envensti 1969

1.asedit, A II Stitemeni before they Special SubcommitteeOs Bilingual -EdUcet ion of the tlosnmi:tee on Labor andPublt Mellott, U S Senate, May 18. 1967 Floridaforma 1.4-sguage Reporter, 1969, 7 3.3.34, 171

Cabals, R.R Ildinguallam as it relates to tritelligemvs tenwales and shoot .achievement among culturally de./need Spaniels:Amerman chiWren.- Unpublished doctor-al disinflation, Eissi'.--Tasits, State LJnoversly. 1967(DlaseetatIon Abstracts. 9678i 18; 3G214 3022A

les. J.R. 'Eh( lidlnduelly advantaged Toder's Educisroon,1970,30...)S-40 56

Goodenough, F L', A Morns. N b Siudie m the psychoi

12

Jogy of children's drawings. Psychokly 1960.

17, 369-433.Hernaticfet, Testing, guidance. and culture. Their

theoretical and practical interaction. Unpublished papaprepared at Interarriencan 'University, San cserman,P R.. October.-1969.

.Hert, S.F. The affect of -pre.first-giscle training uponreading readiness and reading achievement among Span-ishAmenean -children; bourns/ of Educational Psychol-ogy, 1946, 37, 87 102

Holland, W K, Larigulige barrier as an educational problemof Spantsh-spieking children 1 iters:6one! Children.1 9 6 0 , 2 7 . 4 2 3 0

Hughes, # Sanchec, GI learning new languageWashington, Lie Alio< 'awn for Childhood EducationInternational; 1458

International Institute of Teachers College. A surer, of thepublic educetional tyrtent of !Ville Rico, New YouColumbia University Buresuof Publications, 1926

Jensen, A-K. learning abilities rn MeicanAmerman andA ng,lo-A merican Caltforroa Journal of t'disolion41 Research. 061:12. la1-1Q.5

Johnson, B.F. Ability, achreVement and biluigualum A

comparatieeAtudy involving Spanish speaking and:1 rtglishspeaking children at sixth glide level. Unpub-Ished doctoral dissertation., University of -Maryland.1962. (Disserretwn Abstracts, 1963, 23. 2792

Johnson, G B bilingualism as Measured by a reaction timelechniqUe and the relationship between a language and* nonlanguage intelligence quotient !owns, of GeneticPsychology, 1953, 8:, 3.9

Johnson, G.F Metropolitan tests Inappropriate to F1SEA

pupils. Iritegrited kitiscation, 1971, 9, 22.26'Johnson, L W A comparison of the vuesbukaties of

AngloAmencan and Spansh,American high-scluxit pie, pita Journal 'of Educational Psychology, 1938, 29

135:144.Mon. 14 1, A Jim-eller C' A study of the performance onEnglish ,and Spanish editions of the Stenfied-BinetIntelligence Test by -Spanish- American_ children Journalof Genetic Psychology, 1954.'15. lt.1 269

Kilted, J E Bdingualsam and Wigwag, nonlanguagr into!..genre scores thud -glade ,huslsen Journal of Idol/nowt Research, 1959. 52. 263.26h.

".Intedigence test performances of children 1.0.rtbilingual environments eternessery School Journal1963.61, 76.83

Lena, l , A Kcihut: S 14 A comparative study of mono.iutBuell and bilinguals in.:verbal-task perfot mance Journal.' Clinics! hychology, 1961, 17, 4941 ;

hkiltaktan. C Measuring intelligence. and reading cats, US 01Spsnah-sPeaking children' Liementay School Io.onai,1939..19. 760-768

Manuel. H T Sinsnish and 1, /Isiah :down, the .)tantr,t,j-rift in ,elation Si' the obilotel of hirSICen children

Austin, Te.0113 University of less& 140 Coed by l STireman, Bilingual children Avw*, AducationalResearch, 1941, 11, 340-352

S P . A Hurl. 11 la 1 he use of Met:111.01,18nReadiness Tests with hiCalk Ot/PA Merk MI Children Cal110P11142 louinel 01 1Jucerional ,,Resrerch. 1970 21,182.187

Mitchell, A 1 The effect of bilingualisme measuremint of intelligence Elementary School Journal i uJ 7

le 29.37

/:

.' .. .

0

M)tsM I C Pr.dicuv, vsisty of he Metropolitan OC*)P PvoW,sii of ndaplsa mtsftis" (to.Re.danssa Tests sod the Muphy-Dusret1 Resdint Re.th. culture (0 aJOtheI. 11l(h 4J. id?W& 195$, ii

sees As&yaw foe hm. md ?eVo Pupds. Ldwitwriai 124131.

Md Pycl.ok,gkal Me.estemen:; 1967 27. $Q41 1054. nguei, A. The hiliens toe sducatse,,L_Muepse, 3. An in,estmauos of the rtEatship-ol e.lain m.nts'y hacp.1, !70,S0, (8.19.

ptsdtctwc vsetabks mud the academic achievement of .

EdMcat.On foI the Sp.niihsp.sking: MiAnals

SpauAmancan s* Atgio puptis in junior Pugh motoh. N.tsrn.i Ekmenta'I Piu,eipal. 1970. 49,

ichool UnpisbIghad do total dissertation Oklahoma 52 56

5(1K thiIvrssty. 190 (DssMrtCJoW Absfs'.Lts, 1961. Sanchez, (U Idingualtun and mantil tnesjA.wotd of

V 40lA.) Fan JoureI of 4ppk?syclrikf$y. $934, 11.'

- Momson. J 8. Rdingualism Sums psychlogjva1 aipects 765'772.

AdvEsi.'e,nent of Scwnce 195* 14 287 290 Sele_Hesuii4s CsniifFim 1969 4, S 23

PO3sonil (o*ferene on Bthngual Fducat,on Wun Singer, H LLsngr&thsm md skmentmuy education Wauilem

1) ( Educa System.torporat.oni 1969 g L4?(IM4tf J0Ui'Ydl $956 40 444458

ERIC ED 033256 " Spcne A C. Mislira SI Chozesi S Home language sad

Nittonal Edu..atioit Assoi*tion Las Otes ni.ri, 4e performance on itandlrdued tests Eknseitt.;y School

Sudoutv Sympomam on she Spsrnsh spea*ut$ ch4J in Journal 1971, 71 309 313

the schoo1 of the Southwest W mgiàrt I) & NEA Stab)esn, 1 A' Wd$ey j) S * Thoml9n (W Ant*pvtment of Rural Education 1%4 evaluatsia of the Dsviii Eels (Culture Fair) T.alulu%$'

Palomsies U H & Cummins E J Assessment 0/ no'il Spanish and Anglo-Amencan .htldren Journal .4n

Merge.,, A mare.n pspt1s preschool and peeies one wilutio$ of the t),s:, 8els i( s.liere basil 1ev: ma*g

sh'osgb sax Sen Y,ui'a tahfoinsm Sat rimesto Cah Stablem, ,1 E & Willey I) S * Thomson (W An

(oats State Dcpflmas*ef )d p96* (*1 evaluation ol.the bavss Ecili ft ultufe 1-sat) tnt u..tng

Assessment vi rerel Mezgcv, tmerws,i pipsI, Spanish and ,angoAm'erasn children Joiruil uJ Fdu

pevachool end p.4.. o' ihroi.g#, (wv(jie Ws.cco

tehfo'nia Satrarueslo LiJttrsnia Stste Ds'peflmcjsi f

catuI,sil SuciSug I 96$ 3.$ 73 7R

Swa,non F & DeBlasu,e 8 liYterptrter effecuIos the

I W$SC performance of tint grade Me*at.an Atheu..an

Ps)o'na,ts U II & Johnson L C. Ev,Juttto of Mexicpi chddren hk.,urE)s itt and E&uetgon an Guidance

American pupils (or'FMR Cal*$ieEdwcwtJon 97j 172 $7

1966, 327

Pesion$ie CL Jr 8 Davis OL is PdstrreThe lest bin in New York City Shool Ph, Deli.

validity of X.ppsn. (64 46 105 110

EnIJII3S arid SpSSiSh VCtIk)TI5 I ftadlflCsi test Thomas A Herlzs$ M I Drman I is Fernandez P

Lkmeniary S.hnoi Journal I5ove*ber 19o9 PP Examiner effet in 10 testing of Puerto Rti.an wrking

7985 class hddrsri You nd oJ Anterst.n U'iI'opssch4;ty

Pbibppus. Mi Test peedniton of .dso. succiss of hUla- ' I9714I,809-1 . - . /

gnat Hopw,...Amencse chtkiren Colorado lk.tvet Di Thom 1 IslMgu.t educnis'.n for Metsc.n American il"!

poitment t.1 Health and Hoipitib. 1907, EkIL ED'. drew A reportof an erper:men: trndur:e4:gi i"e

03657J;Marysvilhi Unified cho,1 district. Sacrtttncnto Calitor-

P,stnej, 1, 1 he tnfiucne sd bsiquuge backgsuund on nia Stilt Department of P .1.. tun. 1%7eulgepit, testS JoistaI of Soiil Psycl.ologs 1932 ----- Sthngaeal educ.t,o JoY h-vss,sn Amtnsvn cAsl

1. 235-240lieu. .. an eep/nmen, A erpe..'i ..j she wA)uisl year,'

No .an-Juagt tests in føtei, countnes 55h.sol September 1967Junr 19tt3 Marbsvaik. C(prnia

1.27.24. 37437 Maryssille Unified Sthnol District, l'b.

Pissrto Rican Study Research Rtori. 'Deveo ping a pro. Wat.on. ( B .So.iel pzyflul.ig.i /uues .,t:l ifl$1t1?'NCW

grem for tee w Puerto R.e.i pupiL, an Nfw York City York. i.B Lippinioti Co. 161.

pieb4c ac.Ia New Yotk (y. board of Fducauon, WUJis. RN Art analysts of the sdju'.tmcnl arid iPatut3q

1959,schKvemen( of tony Puerto kisn boys w#io .?.nd.4

Rarnsr,, Manuel UI Soigi rsgpore.ibdatiee md failure in (rsnsdlondasaes in .Ncw Y. k (ti.. Il1n'ut.1,.hed

pyi.ho1ogy Th. t.asi of itt. Mesican Amentan Journal duclorsl daitriatson New Pork Utns esil) 1u6 I

of ChrncalC'uLd Psycho.us 1972. 1. 5.. .(1.hsseria(sun ,4b,,.u,. Ic1. 22, 195-796 }

Raukin, Ci . & 1letWerun K W StsndMdIscd tests and the 2uke1, PA Two langu4e5 spoken here. (.c.,Jr 1.,ckrr.

daudvantapril. Rese.rch report from Aruon, (enter ( )97l, 98. 36.40. 5"

Ea;ly Childhood Fdut.tiqn to National L:.h on tarlyChiJdI5ss'd Idutsuon. November. 1969 EKIC El)

034M .

Rapier, I tI(ettj of verb med.afton upon learning of

-Mea,canAmeritin Pui4,en. C.isft'rni. Js.urnat of Edu

' cstwrst1Nr.vv.#. 1967, I&40-4fl

Rice. I P. Jr tdu..'..n u(iubcultural groups Schuolgp4Swicip. l"64 V.? 360Jb2.

*olu.naun H A PteIsat.it;13' of misaurti rrt.trng to reading

of IvcIsgc d,lad.sntsged. dnd ,dv'dbtd kin -

ders.arren tlitldren .Rr.dsn 7rese,. i6, 2(J

203210.

V

, 13

-

--

- :-- ------------------