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.
Maria M. Llabre and Gilberto Cuevas
Maria M. Maspons and Maria M. Llabre
This study examined the effects of training Hispanic college students in test-taking skills on the internal consistency and predictive validity of a test to predict mathematics achievement. Five hundred and thirty-five students were randomly assigned to two groups. Students in the experimental group were instructed in test-taking skills. Students in the control group received information on the college's educational programs. On the basis of the results of a computation test, the students were placed in either a basic skills or an algebra course. The test had slightly lower internal consistency and higher predictive validity for the experimental group.