MARC 主機 00000nam  2200421   4500 
001    AAI3489530 
005    20120624213017.5 
008    120624s2011    ||||||||||||||||| ||eng d 
020    9781267088789 
035    (UMI)AAI3489530 
040    UMI|cUMI 
100 1  Kachchaf, Rachel Rae 
245 10 Exploring problem solving strategies on multiple-choice 
       science items: Comparing native Spanish-speaking English 
       Language Learners and mainstream monolinguals 
300    250 p 
500    Source: Dissertation Abstracts International, Volume: 73-
       04, Section: A, page:  
500    Adviser: Guillermo Solano-Flores 
502    Thesis (Ph.D.)--University of Colorado at Boulder, 2011 
520    The purpose of this study was to compare how English 
       language learners (ELLs) and monolingual English speakers 
       solved multiple-choice items administered with and without
       a new form of testing accommodation---vignette 
       illustration (VI). By incorporating theories from second 
       language acquisition, bilingualism, and sociolinguistics, 
       this study was able to gain more accurate and 
       comprehensive input into the ways students interacted with
       items. This mixed methods study used verbal protocols to 
       elicit the thinking processes of thirty-six native Spanish
       -speaking English language learners (ELLs), and 36 native-
       English speaking non-ELLs when solving multiple-choice 
       science items 
520    Results from both qualitative and quantitative analyses 
       show that ELLs used a wider variety of actions oriented to
       making sense of the items than non-ELLs. In contrast, non-
       ELLs used more problem solving strategies than ELLs. There
       were no statistically significant differences in student 
       performance based on the interaction of presence of 
       illustration and linguistic status or the main effect of 
       presence of illustration. However, there were significant 
       differences based on the main effect of linguistic status.
       An interaction between the characteristics of the students,
       the items, and the illustrations indicates considerable 
       heterogeneity in the ways in which students from both 
       linguistic groups think about and respond to science test 
520    The results of this study speak to the need for more 
       research involving ELLs in the process of test development
       to create test items that do not require ELLs to carry out
       significantly more actions to make sense of the item than 
       monolingual students 
590    School code: 0051 
650  4 Education, English as a Second Language 
650  4 Education, Educational Psychology 
650  4 Education, Sciences 
690    0441 
690    0525 
690    0714 
710 2  University of Colorado at Boulder.|bEducation 
773 0  |tDissertation Abstracts International|g73-04A 
856 40 |u