The Effects of Test Language and Mathematical Skills Assessed on the Scores of Bilingual Hispanic Students

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  • 1 University of Miami

A sample of 408 bilingual Hispanic students in Grades 4 and 5 took the same mathematics achievement test in Spanish and in English, with the order counterbalanced within the sample. The students performed better when tested in English than in Spanish and when tested on concepts than on applications. The higher the level of English reading comprehension, the better the total test performance and the smaller the difference between concepts and applications scores.

Journal for Research in Mathematics Education

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