Reading Is a Multidimensional Construct at Child-L2-English-Literacy Onset, but Comprises Fewer Dimensions over Time: Evidence from Multidimensional IRT Analysis

Autor/inn/en	Min, Shangchao; Bishop, Kyoungwon; Gary Cook, Howard
Titel	Reading Is a Multidimensional Construct at Child-L2-English-Literacy Onset, but Comprises Fewer Dimensions over Time: Evidence from Multidimensional IRT Analysis
Quelle	In: Language Testing, 39 (2022) 2, S.265-288 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Min, Shangchao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322211045296
Schlagwörter	Item Response Theory; English Language Learners; Correlation; Reading Ability; English for Academic Purposes; Second Language Learning; Second Language Instruction; Reading Tests; Computer Assisted Testing; Language Proficiency; Grade 1; Elementary School Students; Language Tests; Content Area Reading; Factor Analysis; Test Items + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Korrelation; Reading competence; Lesekompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; Lesetest; Language skill; Language skills; Sprachkompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Language test; Sprachtest; Sinnerfassendes Lesen; Faktorenanalyse; Test content; Testaufgabe
Abstract	This study explored the interplay between content knowledge and reading ability in a large-scale multistage adaptive English for academic purposes (EAP) reading assessment at a range of ability levels across 1-12 graders. The datasets for this study were item-level responses to the reading tests of ACCESS for ELLs Online 2.0. A sample of 10,000 test takers were each time randomly drawn from the test-taking population at five grade clusters without manipulation on proficiency levels, and then with manipulation on proficiency levels. The results indicated that although the bi-factor multidimensional item response theory (MIRT) model fit the data significantly better than the unidimensional two-parameter logistic (2PL) model for Grade 1, no clear evidence can be found regarding the dimensionality of the test for Grades 2-12. However, content knowledge was consistently found to contribute substantially to test performance for low-ability-level test takers across all grade clusters. The findings indicate that EAP reading ability is a multidimensional construct in the onset of EAP reading ability development, but the presence of multidimensionality decreases as proficiency level and grade level increase. This study provides insights into the developmental pattern of the interplay between language and content in EAP reading contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01