IRT Analyses of Arabic Letter Knowledge in Kindergarten

Autor/inn/en	Tibi, Sana; Edwards, Ashley A.; Schatschneider, Christopher; Lombardino, Linda J.; Kirby, John R.; Salha, Soheil H.
Titel	IRT Analyses of Arabic Letter Knowledge in Kindergarten
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 34 (2021) 3, S.791-816 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tibi, Sana) ORCID (Edwards, Ashley A.) ORCID (Schatschneider, Christopher) ORCID (Kirby, John R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-020-10086-6
Schlagwörter	Item Response Theory; Semitic Languages; Alphabets; Reading Tests; Kindergarten; Young Children; Knowledge Level; Orthographic Symbols; Linguistics; Student Evaluation; Instruction + Suchen Sie Ihr Suchwort? Item-Response-Theorie; Arabisch; Hebräisch; Buchstabenschrift; Lesetest; Frühe Kindheit; Wissensbasis; Linguistik; Schulnote; Studentische Bewertung; Teaching process; Unterrichtsprozess
Abstract	Little research has been conducted on Arabic letter knowledge. This study investigates the nature of Arabic letter knowledge, its dimensionality, and the relative difficulty of letter knowledge items, all within an item response theory (IRT) framework. Three letter knowledge tests were administered to 142 native Arabic-speaking kindergarteners (mean age = 67 months). The letter recognition task was found to be multidimensional, containing two factors, whereas the allograph and syllable tasks were found to be unidimensional. Results showed that a two parameter model fit best for all three tasks, demonstrating that items varied in degree of difficulty and in discrimination. Findings provide a subset of letters that are most useful for quickly and precisely assessing children's letter knowledge. Results are discussed in the context of orthographic and linguistic features of Arabic. Implications for assessment and instruction are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01