Using parent report for assessment of the first language of English language learners
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Assessment of both languages is recommended when assessing English language learners (ELL) but may not always be practical. Use of a parent questionnaire, such as the Alberta Language and Development Questionnaire (ALDeQ), can assist in obtaining first language (L1) information. This study aimed to use the Canadian developed ALDeQ within an Australian population and determine whether ALDeQ scores would differentiate between ELL who were typically developing compared to ELL with language difficulty. A background questionnaire and the ALDeQ were administered to parents of 14 ELL that were typically developing and 3 ELL with apparent language difficulty aged between 5;3 and 8;7 years. ALDeQ Total Scores of typically developing Australian ELL were consistent with the Canadian norming population and significantly higher than the scores of the group with language difficulties. Although results are promising, further research is necessary to support use of the ALDeQ to investigate L1 abilities of ELL within an Australian population.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it