Examining the Measurement Precision and Invariance of the "Revised Get Ready to Read!"

Autor/inn/en	Farrington, Amber L.; Lonigan, Christopher J.
Titel	Examining the Measurement Precision and Invariance of the "Revised Get Ready to Read!"
Quelle	In: Journal of Learning Disabilities, 48 (2015) 3, S.227-238 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219413495568
Schlagwörter	Emergent Literacy; Preschool Children; Reading Tests; Item Response Theory; Test Reliability; Test Bias; Test Items; Multiple Choice Tests; Age Differences; Racial Differences; Florida + Suchen Sie Ihr Suchwort? Frühleseunterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lesetest; Item-Response-Theorie; Testreliabilität; Testkritik; Test content; Testaufgabe; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Age; Difference; Age difference; Altersunterschied; Rassenunterschied
Abstract	Children's emergent literacy skills are highly predictive of later reading abilities. To determine which children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,351 children were administered the "Revised Get Ready to Read!" (GRTR-R), and an item response theory analysis was used to evaluate the item-level reliability of the measure. Differential item functioning (DIF) analyses were conducted to examine whether items function similarly between subpopulations of children. The GRTR-R had acceptable reliability for children whose ability level was just below the mean. DIF for a small number of items was present for only two comparisons--children who were older versus younger and children who were White versus African American. These results demonstrate that the GRTR-R has acceptable reliability and limited DIF, enabling the screener to identify those at risk for developing reading problems. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11