Primary School

Language sampling is a critical component of language assessments. However, there are many ways to elicit language samples that likely impact the results. The purpose of this study was to examine how different discourse types and elicitation tasks affect various language sampling outcomes. A diverse group of K–3 students (N = 1,037) contributed eight spoken language samples in four elicitation conditions: (a) expository generation, (b) expository retell, (c) narrative generation, and (d) narrative retell.

In the present study, we conduct a meta-analysis of the PA-reading relationship for participants in African contexts. As a starting point, we conducted a broad search to find relevant research which included direct measures of phonological awareness and reading with an African sample, including research with measures on first language (L1), and additional language (Lx), and more multilingual participants.