Article Sidebar
Published:
Nov 28, 2018DOI:
10.4314/jlt.v50i2.9Keywords:
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-ND 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Main Article Content
Die Voorspellingsgeldigheid van die ESSI lees- en speltoets vir nie-moedertaal primêreskoolleerders
Abstract
Graad 5 tot 7 leerders afkomstig vanuit drie Afrikataalsprekende groepe in die Vrystaat, naamlik Sesotho, isiXhosa, en Setswana, is by die studie ingesluit. Voorspellingsgeldigheid is ondersoek deur die leerders se tellings op die lees- en speltoets van die ESSI met hulle akademiese prestasie te korreleer. Hierdie korrelasies is vir die drie Afrikataalsprekers afsonderlik ondersoek. In al die gevalle is koëffisiënte van medium tot groot effekgroottes gevind. Verder het die resultate aangedui dat geen beduidende verskille in die gemiddelde lees- of speltellings vir die onderskeie taalgroepe vir elk van die onderskeie grade voorgekom het nie. Ten opsigte van die leerders se prestasie op die ESSI-toets is wel geslagsverskille gevind. Waar beduidende verskille voorgekom het, het die dogters beduidende hoër gemiddeldes as die seuns behaal.
Kernwoorde: ESSI Lees- en Speltoets, voorspellingsgeldigheid, niemoedertaalsprekers en akademiese prestasie
English Abstract
Grade 5 to 7 learners descended from three African language groups in the Free State, namely Sesotho, isiXhosa, and Setswana, were included in the study. Predictive validity was investigated by correlating the learners’ scores in the ESSI Reading and Spelling Test with their academic achievement. These correlations were done for the three African language groups separately, and in all the instances, coefficients with medium to large effect sizes were found. The results further indicated that the average achievement of learners of various language groups in a particular grade in the reading and spelling tests did not differ significantly from one another. It was also found that the two genders were indeed inclined to perform differently in the ESSI tests. Where significant differences were found, the girls obtained significantly higher average scores than the boys did.
Keywords: ESSI Reading and Spelling Test, predictive validity, non-mother tongue speakers and academic achievement
