Multidimensional Morphological Assessment for Middle School Students

Autor/inn/en	Goodwin, Amanda; Petscher, Yaacov; Tock, Jamie
Titel	Multidimensional Morphological Assessment for Middle School Students
Quelle	In: Journal of Research in Reading, 44 (2021) 1, S.70-89 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goodwin, Amanda) ORCID (Petscher, Yaacov)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12335
Schlagwörter	Middle School Students; Morphology (Languages); Metalinguistics; Student Evaluation; Computer Assisted Testing; Knowledge Level; Syntax; Semantics; Phonology; Morphemes; Vocabulary Development; Computer Games; Longitudinal Studies; Item Response Theory; Task Analysis; Test Validity; Test Reliability; Language Tests; Reading Tests; Literacy; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Morphology; Morphologie; Metalanguage; Metasprache; Schulnote; Studentische Bewertung; Wissensbasis; Semantik; Fonologie; Morphem; Wortschatzarbeit; Computer game; Computerspiel; Computerspiele; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Item-Response-Theorie; Aufgabenanalyse; Testvalidität; Testreliabilität; Language test; Sprachtest; Lesetest; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Background: Middle school students use the information conveyed by morphemes (i.e., units of meaning such as prefixes, root words and suffixes) in different ways to support their literacy endeavours, suggesting the likelihood that morphological knowledge is multidimensional. This has important implications for assessment. Methods: The current study investigates the dimensionality of morphological knowledge considering the performance of 3,214 fifth through eighth graders on a range of morphological tasks (N = 14 across the project's development and 10 for dimensionality analyses) and items (N = 491) using multiple-group item response modelling. It then presents validation evidence related to performance of 1,140 fifth through eighth graders on a gamified, computer-adaptive, multidimensional assessment of morphological knowledge, which consists of seven morphological tasks and 181 items that make four morphological skills. Results: Results indicate morphological knowledge is multidimensional and best represented via a bifactor model of four skills as well as task-related variance. These skills are Skill 1: Morphological Awareness; Skill 2: Morphological-Syntactic Knowledge; Skill 3: Morphological-Semantic Knowledge; and Skill 4: Morphological-Orthographic/Phonological Knowledge. The assessment designed after this model, called Monster, PI, was shown to be both reliable and valid, with each morphological knowledge skill explaining unique variance in standardised reading vocabulary. Conclusions: Findings suggest that morphological skills play unique roles in language and literacy outcomes. This indicates the importance of conceptualising and assessing morphological knowledge as multidimensional. Implications for theory, research, policy and practice are considered. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01