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The analysis compares learners in the Canadian system for most of their schooling using English as L1 with those newly arrived and using English as L2. Results highlight a relatively small but intricate association between OSSLT performance and after-school reading and writing practices across groups.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/examining-students-afterschool-literacy-activities-and-their-literacy-performance-on-the-ontario-secondary-school-literacy-test/596465/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/examining-students-afterschool-literacy-activities-and-their-literacy-performance-on-the-ontario-secondary-school-literacy-test/596465.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine regarding the 2003 OSSLT?","Question",{"text":112,"@type":113},"The study examines relationships between after-school literacy activities and OSSLT test performance for students who passed or failed in 2003.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study distinguish student groups?",{"text":117,"@type":113},"It compares students using English as a first language (L1) who have been in the Canadian school system for most of their lives with students who have recently entered the system and use English as a second language (L2).",{"name":119,"@type":110,"acceptedAnswer":120},"What overall relationship does the study find between activities and test performance?",{"text":121,"@type":113},"It demonstrates a relatively small yet complex relationship between test performance and after-school reading and writing activities for these different student groups.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596465,1792633766,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Examining Students’ After‐School Literacy Activities and Their Literacy Performance on the Ontario Secondary School Literacy Test  \nLiying Cheng, Don A. Klinger, & Ying Zheng Queen’s University  \nThis study examined relationships between the after‐school literacy activities and test per‐ formance of students who passed and students who failed the 2003 administration of the Ontario Secondary School Literacy Test. It included both students who have been in the Canadian school system for most of their school lives and mostly use English as a first lan‐ guage (L1), and students who have recently entered the Canadian school system and use English as a second language (L2) . This study demonstrates the relatively small yet com‐ plex relationship between the test performance of these different groups of students on this literacy test and their after‐school reading and writing activities.  \nKey words: after‐school reading, after‐school writing, literacy testing, test performance, secondary students, Ontario Secondary School Literacy Test, ESL/ELD students, second language learners  \nCet article analyse les activités de littératie parascolaires des élèves et les résultats qu’ilsont obtenus lors du Test provincial de compétences linguistiques administré en Ontario en 2003. L’étude porte à la fois sur des élèves qui ont été dans le système scolaire canadien pour la majeure partie de leur vie et dont la langue première (L1) est l’anglais et sur des élèves qui sont entrés récemment dans le système scolaire canadien et pour qui l’anglais estune langue seconde (L2) . L’analyse dévoile un lien relativement ténu mais néanmoins complexe entre le rendement de ces divers groupes d’élèves dans le test provincial decompétences linguistiques et leurs activités de littératie – lecture et production d’écrits – parascolaires.  \nMots clés : lecture parascolaire, production d’écrits parascolaire, test de compétences lin‐ guistiques, résultats de test, élèves du secondaire, Test provincial de compétences linguisti‐ ques en Ontario, élèves ESL/ELD, élèves usagers d’une langue seconde  \nCANADIAN JOURNAL OF EDUCATION 32, 1 (2009): 118‐148 ©2009 Société canadienne pour l’étude de l’éducation/ Canadian Society for the Study of Education  \nLarge‐scale testing has become increasingly common in public education as a means to ensure students are attaining fundamental educational outcomes. Tests are a differentiating ritual for students, and the conse‐ quences for students can vary dramatically depending on their perform‐ ance. As Stobart (2003) notes, “testing is never a neutral process and always has consequences”(p. 140) . The Ontario Secondary School Liter‐ acy Test (OSSLT), a high school graduation requirement in Ontario, pro‐ vides a vivid example of a large‐scale test that has an impact on students both significantly and differentially (Cheng, Klinger, & Zheng, 2007; Luce‐Kapler & Klinger, 2005; Sider, 2003; Stroud & Cheng, 2002) . Suc‐ cessful completion of the OSSLT, or the Ontario Secondary School Lit‐ eracy Course (OSSLC), a specially developed literacy course, is a re‐ quirement for graduation in Ontario.  \nLarge‐scale high‐stakes literacy testing like the OSSLT can be partic‐ ularly problematic for vulnerable groups of students who are second language learners or who have little formal education in English, the lan‐ guage in which literacy is being tested. These second language students are estimated to be from 20 to 50 per cent of the general student popula‐ tion in urban K‐12 school systems across Canada (Roessingh, 1999) . On‐ tario secondary schools in particular have seen the greatest increase of these students over the past 20 years. Simultaneously, large‐scale achievement testing is increasingly used to measure and ensure student competency or provide system accountability (Firestone, Mayrowetz, & Fairman, 1998; Ryan, 2002). As evidenced by these second language stu‐ dents’ low success and high deferral rates on the OSSLT (Education Quality and ","cbCaifurLFsq8v1U","https://ap.wps.com/l/cbCaifurLFsq8v1U","pdf",621154,31,"English","# Introduction\n## Large-scale testing and OSSLT context\n# Research Focus and Framework\n## After-school literacy activities and performance\n## Second-language learners and literacy assessment","[{\"question\":\"What does the study examine regarding the 2003 OSSLT?\",\"answer\":\"The study examines relationships between after-school literacy activities and OSSLT test performance for students who passed or failed in 2003.\"},{\"question\":\"How does the study distinguish student groups?\",\"answer\":\"It compares students using English as a first language (L1) who have been in the Canadian school system for most of their lives with students who have recently entered the system and use English as a second language (L2).\"},{\"question\":\"What overall relationship does the study find between activities and test performance?\",\"answer\":\"It demonstrates a relatively small yet complex relationship between test performance and after-school reading and writing activities for these different student groups.\"}]","Examining Students’ After‐School Literacy Activities and Their Literacy Performance on the Ontario Secondary School Literacy Test | PDF",1792083130,78]