Evaluation of the Utility of the "Revised Get Ready to Read!" For Spanish-Speaking English-Language Learners through Differential Item Functioning Analysis

Autor/inn/en	Farrington, Amber L.; Lonigan, Christopher J.; Phillips, Beth M.; Farver, JoAnn M.; McDowell, Kimberly D.
Titel	Evaluation of the Utility of the "Revised Get Ready to Read!" For Spanish-Speaking English-Language Learners through Differential Item Functioning Analysis
Quelle	In: Assessment for Effective Intervention, 40 (2015) 4, S.216-227 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508415577468
Schlagwörter	Spanish Speaking; Correlation; English Language Learners; At Risk Students; Reading Difficulties; Preschool Children; Item Response Theory; Emergent Literacy; Intervention; Scores; Screening Tests; Oral Language; Language Skills; Item Analysis; Identification; Evaluation Methods; Reliability; Effect Size; Statistical Analysis + Suchen Sie Ihr Suchwort? Korrelation; Reading difficulty; Leseschwierigkeit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Item-Response-Theorie; Frühleseunterricht; Screening-Verfahren; Oral interpretation; Mündlicher Sprachgebrauch; Language skill; Sprachkompetenz; Itemanalyse; Identifikation; Identifizierung; Reliabilität; Statistische Analyse
Abstract	Children who are Spanish-speaking English-language learners (ELLs) comprise a rapidly growing percentage of the population in U.S. schools. To determine which of these 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, 1,318 preschool children were administered the "Revised Get Ready to Read!" (GRTR-R), and item-response theory analyses were used to evaluate and compare the item-level characteristics of the measure. Results of differential item functioning (DIF) analysis identified significant DIF for seven items. Correlational analysis demonstrated that ELL children's scores on the GRTR-R were more strongly related to oral language skills than were non-ELL children's scores. These results support the use of the GRTR-R as a screening tool for identifying ELL children who are 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	2020/1/01