Massad Mimicry Test I and II; Technical Report 10. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Shipman, Virginia C.; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	Massad Mimicry Test I and II; Technical Report 10. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (35 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Audiolingual Skills; Data Analysis; Disadvantaged Youth; Educational Testing; Longitudinal Studies; Measurement Instruments; Preschool Tests; Psycholinguistics; Research Reports; Sex Differences; Socioeconomic Status; Tables (Data); Test Results + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Auswertung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Psycholinguistik; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle
Abstract	The Massad Mimicry Test is an individually administered task for 3-1/2--4-1/2 year-old children. Part I evaluates the child's ability to reproduce phonemes in 30 nonsense words upon hearing each no more than three times from a tape recorded model. Similarly, Part II assesses the child's ability to reproduce meaningful words and phonemes as they occur in word phrases and simple sentences. In Year 1, Part II consisted of 13 phrases and 2 simple sentences; in Year 2, Part II consisted of 9 sentences. The test takes approximately 10 minutes to administer. The tester uses two tape recorders, one for playing the model (stimulus) tape, and the other for recording the child during the testing session. Part I is composed of three primary scores: initial counds, medial sounds, and final sounds; Part II provides two scores: final sounds and model word or some semblance of it. Interscorer reliabilities, estimated reliabilities for internal consistency, percent passing items, total-group ranges, nonsense words, total sounds: means, standard deviations, and range for Year 1 and Year 2 by age and sex, and meaningful words in phrases, final sounds: means, standard deviations and range for Year 1 and Year 2 by age and sex are tabulated. Results show that in both years final sounds appeared to be the most difficulty. Repeated-measures ANOVAS showed significant effects for sex and SES for nonsense words, with girls and those with mothers having more schooling showing higher scores. ANOVAS for Meaningful Words showed significant effects for SES in both years but sex differences in Year 2 only. The Scoring Guide and Supplementary Tables are provided in appendixes. (For related documents, see TM 003 174-183, 185-198.) (DB)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC