Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters

Autor/inn/en	Petscher, Yaacov; Kim, Young-Suk
Titel	Efficiency of Predicting Risk in Word Reading Using Fewer, Easier Letters
Quelle	In: Assessment for Effective Intervention, 37 (2011) 1, S.17-25 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Petscher, Yaacov) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508411407761
Schlagwörter	Clinical Diagnosis; Measures (Individuals); Risk; Reading; Identification; Phoneme Grapheme Correspondence; Reading Difficulties; Emergent Literacy; Item Response Theory; Scores; Kindergarten; Young Children; Elementary School Students; Elementary Schools; Achievement Tests; Probability; Predictor Variables; Test Theory; Difficulty Level; Test Items; Florida; Stanford Early School Achievement Test + Suchen Sie Ihr Suchwort? Messdaten; Risiko; Leseprozess; Lesen; Identifikation; Identifizierung; Reading difficulty; Leseschwierigkeit; Frühleseunterricht; Item-Response-Theorie; Frühe Kindheit; Elementary school; Grundschule; Volksschule; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Prädiktor; Testtheorie; Schwierigkeitsgrad; Test content; Testaufgabe
Abstract	Letter-name identification has been widely used as part of early screening to identify children who might be at risk for future word reading difficulty. The goal of the present study was to examine whether a reduced set of letters could have similar diagnostic accuracy rather than a full set (i.e., 26 letters) when used as a screen. First, we examined whether a hierarchical scale existed among letters by using a Mokken scale analysis. Then, we contrasted diagnostic accuracy among the 5, 10, 15, and 20 easiest letters, with all 26 letters by using receiver operating characteristic (ROC) curves and indices of sensitivity, specificity, positive predictive power, and negative predictive power. Results demonstrated that a hierarchical scale existed among items in the letter-name knowledge test. In addition, assessing students on the easiest 15 letters was not statistically distinguished from all 26 letters in diagnostic accuracy. The implications of the results for the use of a Mokken scale analysis in educational research are discussed. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10