Kyle Perkins
Dados Biográficos
| ID | 3843620 |
|---|---|
| NOME | Kyle Perkins |
| PRENOMES | Kyle |
| SOBRENOME | Perkins |
| ASSINATURA | PERKINS K |
| AFILIAÇÕES | Southern Illinois University |
| ORCID | 0000-0002-0184-7399 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAÇÕES | 43 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1971 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2022 |
| ÍNDICE H | 3 |
Reduced pattern similarity in brain activation during orthographic processing in children with developmental dyslexia
Intra-individual variability of neural response has been found to be negatively associated with cognitive proficiency and automaticity. However, whether developmental dyslexia (DD) is marked by greater intra-individual neural variability remains unclear. Using a multivariate approach and dual-control group design, the current study aims to examine whether the pattern similarity of brain activation during a visual spelling task is abnormal in chil…
Poor reading is characterized by a more connected network with wrong hubs
An investigation of patterns of discontinuous learning
Research from cognitive psychology, L2 acquisition and psychometry sug gests that competence/proficiency is multidimensional, and that proficiency does not always develop at the same rate in all its domains. In particular, L2 acquisition research indicates that competence does not always develop in a linear, monotonic pattern at an equal rate in all its component parts owing to restructuring and reorganization. Rehearsal, automatic and controlled…
From conventional to computer-adaptive testing of ESL reading comprehension
Predicting item difficulty in a reading comprehension test with an artificial neural network
This article reports the results of using a three-layer backpropagation artificial neural network to predict item difficulty in a reading comprehension test. Two network structures were developed: one with the sigmoid function in the output processing unit and the other without the sigmoid function in the output processing unit. The dataset which consisted of a table of coded test items and corresponding item difficulties was partitioned into a t…
A comparative item analysis study of a language testing instrument
The goals of this study were threefold: (1) to provide a comparative analysis of five different item analysis indices using both IRT and non-IRT indices; (2) to describe the characteristics of flagged items; and (3) to investigate the appropriateness of logistic regression as an item analysis technique for further studies. The performance of five item analysis indices was examined in this study; p-value, point-biserial correlation, Rasch b parame…
Language and bilingualism
The effect of passage topical structure types on ESL reading comprehension difficulty
This study investigated the effect of five types of topical structure on the item difficulty of reading comprehension questions. A topical structure includes the initial sentence element which is the initially placed discourse material in a sentence; a mood (surface structure) subject; and a topical subject which is a surface subject relating to the discourse topic of a text. The results indicated that there was a difference in the item difficult…
An exploratory study into the construct validity of a reading comprehension test
Recent research in reading comprehension has focused on the processes of reading, while recent thinking in language testing has recognized the impor tance of gathering information on test taking processes as part of construct validation. And while there is a growing body of research on test-taking strate gies in language testing, as well as research into the relationship between item content and item performance, no research to date has attempted…
A concurrent validity study of an ESL indirect measure of writing
This study reports a concurrent validity study of an ESL indirect measure of writing based on an information‐processing approach. The indirect measure consisted of anagram‐solving, word‐reordering, sentence‐reordering, and paragraph‐assembly tests. The criterion measure was a direct, holistic measure of writing. Stepwise multiple regression results and a disattenuated validity coefficient indicated that the experimental indirect measure did not e…
A Factor Analysis of Direct and Indirect Measures of English as a Second Language Writing Ability
This paper reports the results of a study to determine whether an analysis of objective test measures and holistically scored composition data would support a single or a multifactor theory of writing assessment and to determine which category of measure-direct or indirect-was the more reliable. Four experimental objective tests of writing ability based on an information-processing approach were administered to one hundred foreign university stud…
A Behavioral Anchoring Analysis of Three ESL Reading Comprehension Tests
This article reports the results of a behavioral anchoring analysis of three ESL reading comprehension tests. For each test, anchor points on a continuum of ability level were selected for analysis. Items that discriminated between adjacent anchor points were batched and analyzed in terms of their relation to the structure of the text, the reader's prior knowledge, and the cognitive processes required to answer the question. The results indicated…
Using a Facet Design to Assess the Effects of the Form, the Source, and the Frequency of Information Necessary to Answer ESL Reading Comprehension Questions
Determining what reading comprehension questions actually measure is difficult to ascertain objectively. Facet theory and design suggest a means to define operationally what a given item measures by studying how an item is related to textually or nontextually based information. Three facets or structs (the form of information [explicit or implicit], the source of information [text or nontext], and the frequency with which the information appeared…
A construct definition study of a standardized ESL vocabulary test
This paper reports a construct definition study of a standardized English as a second language (ESL) vocabulary test. The test, which contained 20 stimulus word items and 17 context word items, was administered to two different samples of ESL students at different proficiency levels and to a sample of native speakers of English. The item responses for the 40 items were used as the dependent variable in a stepwise multiple regression, construct sp…
The Effects of Language Group, Proficiency Level, and Instruction on ESL Subjects' Control of the D and Z Morphemes
Sheila R. Brutten, John T. Mouw, Kyle Perkins, The Effects of Language Group, Proficiency Level, and Instruction on ESL Subjects' Control of the {D} and {Z} Morphemes, TESOL Quarterly, Vol. 20, No. 3 (Sep., 1986), pp. 553-559
Derivational Complexity and Item Difficulty in a Sentence Repetition Task
This paper reports the results of an analysis to determine whether derivational complexity is a determinant of item difficulty in a sentence repetition task. Fifty ESL subjects took a 26 item sentence repetition test. It was possible to estimate Rasch item difficulty indices for 18 items. The high-difficulty items were derivationally more complex than the low-difficulty items; however, predictions made in the early derivational complexity researc…
Awareness of Form Class as a Factor in Esl Reading Comprehension
This paper presents the results of an empirical study relating awareness of form class (morphology) to reading comprehension in which an ESL subject pool was employed. The analyses indicate that awareness of form class and reading comprehension are significantly related, but the authors note that morphology competence is but one dimension of reading comprehension and that in these data the effects of reliable method variance, world knowledge, lex…
Measuring Passage Contribution in ESL Reading Comprehension
Reading comprehension items are valid to the extent that they measure what subjects have understood of the stimulus material. This article reports an empirical analysis of two administrations of two reading tests: the first time, without the reading passages, and the second time, with the passages. Data from the two administrations were used to calculate the passage dependency of each test, that is, the extent to which questions can be answered w…
Schematic Concept Formation
This article presents the results of a study in which the theory and methodology of schema theory were applied to the reading process in an English as a second language context. ESL students were given a schematic concept formation (SCF) task which involves graphic stimuli representing four classes, and the subjects were asked to indicate which stimuli belong to the same class. No significant differences in ranks between two major language groups…
Music and Memory
This article presents the results of an empirical concurrent validation study in which measures of musical ability (pitch, loudness, and rhythm), auditory discrimination, and memory were used to account for variance in attained ESL oral proficiency. Memory was a significant, though tenuous, predictor of variance in the dependent variable. In addition, significant differences were noted for the different language groups and for the different tests…
Comparative analyses of English as a Second Language reading comprehension data
Item responses on a multiple-choice reading comprehension test from 88 ESL subjects were submitted to classical test item analyses and the Rasch one-parameter latent trait model. The Rasch model identified more misfitting items than the classical item analyses and allowed the researchers to plot the reading comprehension items at their calibrated positions along the lines of the latent trait. The trait was defined at the easy end by items that as…
Semantic Constructivity in ESL Reading Comprehension
This paper reports the results of a study whose focus was semantic constructivity in ESL reading comprehension. It was found that ESL students exhibit semantic constructivity similar to L1 children and adults, i.e., they use their knowledge of the world and contribute to information found in the text. However, ESL readers' contributions to the text may be marred by language interference, developing English language competence and data- and resour…
On the Use of Composition Scoring Techniques, Objective Measures, and Objective Tests to Evaluate ESL Writing Ability
The evaluation of writing ability among both L1 and L2 students has become increasingly important in recent years because the results of such evaluation are used for a variety of administrative, instructional, and research purposes. Classroom teachers, in particular, because they want to use these results to help improve, influence, refine, and shape their students' attained writing ability, have specific concerns regarding the various methods of…
Using Objective Methods of Attained Writing Proficiency to Discriminate among Holistic Evaluations
Ten objective measures of writing proficiency were used to evaluate compositions written by advanced ESL students. Only those objective measures which take the absence of errors into account discriminated among holistic evaluations of the compositions by experienced ESL teachers. A standardized objective writing test failed to discriminate among the holistic evaluations as well as the error-free objective measures did
The Teaching of Listening Comprehension and Communication Activities
Intelligence and Language Proficiency as Sources of Variance in Self‐reported Affective Variables 1
Self‐reported attitude data over the last decade have often been used as predictors of attained second language proficiency and for other purposes. Three possible sources of non‐random but extraneous vairance in self‐reported attitude data are considered: self‐flattery, response set, and the approval motive. It is suggested that some of the variance in verbal intelligence is common to variance in first and second language proficiency, some of whi…
The Effect of Formal Language Instruction on the Order of Morpheme Acquisition1
We conducted a study to determine if informal learners of ESL had the same acquisition order of morphemes as formal learners have been found to possess. Secondly, we wanted to find out what would happen to the established order if only certain of the grammatical morphemes were to be explained and drilled. We found that we had overestimated the ability of our informal subject pool to produce English sentences; that we had to structure our tasks wh…
Using Objective Methods of Attained Writing Proficiency to Discriminate among Holistic Evaluations
Ten objective measures of writing proficiency were used to evaluate compositions written by advanced ESL students. Only those objective measures which take the absence of errors into account discriminated among holistic evaluations of the compositions by experienced ESL teachers. A standardized objective writing test failed to discriminate among the holistic evaluations as well as the error-free objective measures did
Derivational Complexity and Item Difficulty in a Sentence Repetition Task
This paper reports the results of an analysis to determine whether derivational complexity is a determinant of item difficulty in a sentence repetition task. Fifty ESL subjects took a 26 item sentence repetition test. It was possible to estimate Rasch item difficulty indices for 18 items. The high-difficulty items were derivationally more complex than the low-difficulty items; however, predictions made in the early derivational complexity researc…
Music and Memory
This article presents the results of an empirical concurrent validation study in which measures of musical ability (pitch, loudness, and rhythm), auditory discrimination, and memory were used to account for variance in attained ESL oral proficiency. Memory was a significant, though tenuous, predictor of variance in the dependent variable. In addition, significant differences were noted for the different language groups and for the different tests…
On the Use of Composition Scoring Techniques, Objective Measures, and Objective Tests to Evaluate ESL Writing Ability
The evaluation of writing ability among both L1 and L2 students has become increasingly important in recent years because the results of such evaluation are used for a variety of administrative, instructional, and research purposes. Classroom teachers, in particular, because they want to use these results to help improve, influence, refine, and shape their students' attained writing ability, have specific concerns regarding the various methods of…
Measuring Passage Contribution in ESL Reading Comprehension
Reading comprehension items are valid to the extent that they measure what subjects have understood of the stimulus material. This article reports an empirical analysis of two administrations of two reading tests: the first time, without the reading passages, and the second time, with the passages. Data from the two administrations were used to calculate the passage dependency of each test, that is, the extent to which questions can be answered w…
From conventional to computer-adaptive testing of ESL reading comprehension
Schematic Concept Formation
This article presents the results of a study in which the theory and methodology of schema theory were applied to the reading process in an English as a second language context. ESL students were given a schematic concept formation (SCF) task which involves graphic stimuli representing four classes, and the subjects were asked to indicate which stimuli belong to the same class. No significant differences in ranks between two major language groups…
Semantic Constructivity in ESL Reading Comprehension
This paper reports the results of a study whose focus was semantic constructivity in ESL reading comprehension. It was found that ESL students exhibit semantic constructivity similar to L1 children and adults, i.e., they use their knowledge of the world and contribute to information found in the text. However, ESL readers' contributions to the text may be marred by language interference, developing English language competence and data- and resour…
The Teaching of Listening Comprehension and Communication Activities
Whiz deletion and adjective‐preposing
(1971). Whiz deletion and adjective‐preposing. Paper in Linguistics: Vol. 4, No. 3-4, pp. 595-599
The Effect of Formal Language Instruction on the Order of Morpheme Acquisition1
We conducted a study to determine if informal learners of ESL had the same acquisition order of morphemes as formal learners have been found to possess. Secondly, we wanted to find out what would happen to the established order if only certain of the grammatical morphemes were to be explained and drilled. We found that we had overestimated the ability of our informal subject pool to produce English sentences; that we had to structure our tasks wh…
A Further Comment on Language Proficiency as a Source of Variance in Certain Affective Measures 1
Intelligence and Language Proficiency as Sources of Variance in Self‐reported Affective Variables 1
Self‐reported attitude data over the last decade have often been used as predictors of attained second language proficiency and for other purposes. Three possible sources of non‐random but extraneous vairance in self‐reported attitude data are considered: self‐flattery, response set, and the approval motive. It is suggested that some of the variance in verbal intelligence is common to variance in first and second language proficiency, some of whi…
The Teaching of Listening Comprehension and Communication Activities
Using Objective Methods of Attained Writing Proficiency to Discriminate among Holistic Evaluations
Ten objective measures of writing proficiency were used to evaluate compositions written by advanced ESL students. Only those objective measures which take the absence of errors into account discriminated among holistic evaluations of the compositions by experienced ESL teachers. A standardized objective writing test failed to discriminate among the holistic evaluations as well as the error-free objective measures did
Semantic Constructivity in ESL Reading Comprehension
This paper reports the results of a study whose focus was semantic constructivity in ESL reading comprehension. It was found that ESL students exhibit semantic constructivity similar to L1 children and adults, i.e., they use their knowledge of the world and contribute to information found in the text. However, ESL readers' contributions to the text may be marred by language interference, developing English language competence and data- and resour…
On the Use of Composition Scoring Techniques, Objective Measures, and Objective Tests to Evaluate ESL Writing Ability
The evaluation of writing ability among both L1 and L2 students has become increasingly important in recent years because the results of such evaluation are used for a variety of administrative, instructional, and research purposes. Classroom teachers, in particular, because they want to use these results to help improve, influence, refine, and shape their students' attained writing ability, have specific concerns regarding the various methods of…
Comparative analyses of English as a Second Language reading comprehension data
Item responses on a multiple-choice reading comprehension test from 88 ESL subjects were submitted to classical test item analyses and the Rasch one-parameter latent trait model. The Rasch model identified more misfitting items than the classical item analyses and allowed the researchers to plot the reading comprehension items at their calibrated positions along the lines of the latent trait. The trait was defined at the easy end by items that as…
Measuring Passage Contribution in ESL Reading Comprehension
Reading comprehension items are valid to the extent that they measure what subjects have understood of the stimulus material. This article reports an empirical analysis of two administrations of two reading tests: the first time, without the reading passages, and the second time, with the passages. Data from the two administrations were used to calculate the passage dependency of each test, that is, the extent to which questions can be answered w…
Schematic Concept Formation
This article presents the results of a study in which the theory and methodology of schema theory were applied to the reading process in an English as a second language context. ESL students were given a schematic concept formation (SCF) task which involves graphic stimuli representing four classes, and the subjects were asked to indicate which stimuli belong to the same class. No significant differences in ranks between two major language groups…
Music and Memory
This article presents the results of an empirical concurrent validation study in which measures of musical ability (pitch, loudness, and rhythm), auditory discrimination, and memory were used to account for variance in attained ESL oral proficiency. Memory was a significant, though tenuous, predictor of variance in the dependent variable. In addition, significant differences were noted for the different language groups and for the different tests…
The Effects of Language Group, Proficiency Level, and Instruction on ESL Subjects' Control of the D and Z Morphemes
Sheila R. Brutten, John T. Mouw, Kyle Perkins, The Effects of Language Group, Proficiency Level, and Instruction on ESL Subjects' Control of the {D} and {Z} Morphemes, TESOL Quarterly, Vol. 20, No. 3 (Sep., 1986), pp. 553-559
Derivational Complexity and Item Difficulty in a Sentence Repetition Task
This paper reports the results of an analysis to determine whether derivational complexity is a determinant of item difficulty in a sentence repetition task. Fifty ESL subjects took a 26 item sentence repetition test. It was possible to estimate Rasch item difficulty indices for 18 items. The high-difficulty items were derivationally more complex than the low-difficulty items; however, predictions made in the early derivational complexity researc…
Awareness of Form Class as a Factor in Esl Reading Comprehension
This paper presents the results of an empirical study relating awareness of form class (morphology) to reading comprehension in which an ESL subject pool was employed. The analyses indicate that awareness of form class and reading comprehension are significantly related, but the authors note that morphology competence is but one dimension of reading comprehension and that in these data the effects of reliable method variance, world knowledge, lex…
A construct definition study of a standardized ESL vocabulary test
This paper reports a construct definition study of a standardized English as a second language (ESL) vocabulary test. The test, which contained 20 stimulus word items and 17 context word items, was administered to two different samples of ESL students at different proficiency levels and to a sample of native speakers of English. The item responses for the 40 items were used as the dependent variable in a stepwise multiple regression, construct sp…
A Factor Analysis of Direct and Indirect Measures of English as a Second Language Writing Ability
This paper reports the results of a study to determine whether an analysis of objective test measures and holistically scored composition data would support a single or a multifactor theory of writing assessment and to determine which category of measure-direct or indirect-was the more reliable. Four experimental objective tests of writing ability based on an information-processing approach were administered to one hundred foreign university stud…
A Behavioral Anchoring Analysis of Three ESL Reading Comprehension Tests
This article reports the results of a behavioral anchoring analysis of three ESL reading comprehension tests. For each test, anchor points on a continuum of ability level were selected for analysis. Items that discriminated between adjacent anchor points were batched and analyzed in terms of their relation to the structure of the text, the reader's prior knowledge, and the cognitive processes required to answer the question. The results indicated…
Using a Facet Design to Assess the Effects of the Form, the Source, and the Frequency of Information Necessary to Answer ESL Reading Comprehension Questions
Determining what reading comprehension questions actually measure is difficult to ascertain objectively. Facet theory and design suggest a means to define operationally what a given item measures by studying how an item is related to textually or nontextually based information. Three facets or structs (the form of information [explicit or implicit], the source of information [text or nontext], and the frequency with which the information appeared…
An exploratory study into the construct validity of a reading comprehension test
Recent research in reading comprehension has focused on the processes of reading, while recent thinking in language testing has recognized the impor tance of gathering information on test taking processes as part of construct validation. And while there is a growing body of research on test-taking strate gies in language testing, as well as research into the relationship between item content and item performance, no research to date has attempted…
A concurrent validity study of an ESL indirect measure of writing
This study reports a concurrent validity study of an ESL indirect measure of writing based on an information‐processing approach. The indirect measure consisted of anagram‐solving, word‐reordering, sentence‐reordering, and paragraph‐assembly tests. The criterion measure was a direct, holistic measure of writing. Stepwise multiple regression results and a disattenuated validity coefficient indicated that the experimental indirect measure did not e…
The effect of passage topical structure types on ESL reading comprehension difficulty
This study investigated the effect of five types of topical structure on the item difficulty of reading comprehension questions. A topical structure includes the initial sentence element which is the initially placed discourse material in a sentence; a mood (surface structure) subject; and a topical subject which is a surface subject relating to the discourse topic of a text. The results indicated that there was a difference in the item difficult…
Language and bilingualism
A comparative item analysis study of a language testing instrument
The goals of this study were threefold: (1) to provide a comparative analysis of five different item analysis indices using both IRT and non-IRT indices; (2) to describe the characteristics of flagged items; and (3) to investigate the appropriateness of logistic regression as an item analysis technique for further studies. The performance of five item analysis indices was examined in this study; p-value, point-biserial correlation, Rasch b parame…
Predicting item difficulty in a reading comprehension test with an artificial neural network
This article reports the results of using a three-layer backpropagation artificial neural network to predict item difficulty in a reading comprehension test. Two network structures were developed: one with the sigmoid function in the output processing unit and the other without the sigmoid function in the output processing unit. The dataset which consisted of a table of coded test items and corresponding item difficulties was partitioned into a t…
Psychology (28 obras) · Linguistics (22 obras) · Computer Science (19 obras) · Reading and Literacy Development (12 obras) · Cognitive psychology (11 obras) · Comprehension (11 obras) · Reading comprehension (11 obras) · EFL/ESL Teaching and Learning (10 obras) · Mathematics education (8 obras) · Developmental psychology (7 obras)