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Which data do elementary school teachers use to determine reading difficulties in their students?
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In: Journal of learning disabilities 54 (2021) 5, S. 349-364 (2021)
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch
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Rindlisbacher, Barbara. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
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In: Münster ; New York : Waxmann 2021, 369 S. - (Internationale Hochschulschriften; 687) - (Dissertation, Universität Freiburg, 2020) (2021)
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Which data do elementary school teachers use to determine reading difficulties in their students? ...
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Lesen in der Fremdsprache Französisch. Kompetenzen von Drittklässlerinnen und Drittklässlern mit unterschiedlichen Schrift- und Sprachfähigkeiten in der Erstsprache Deutsch ...
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EXPERIENCE OF USING INFORMATION AND COMMUNICATION TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING ; ДОСВІД ВИКОРИСТАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНИХ ТЕХНОЛОГІЙ У НАВЧАННІ ІНОЗЕМНИХ МОВ
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In: Youth & market; No. 4/190 (2021) ; Молодь і ринок; № 4/190 (2021) ; 2617-0825 ; 2308-4634 ; 10.24919/2617-0825.4/190.2021 (2021)
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Une approche computationnelle de la complexité linguistique par le traitement automatique du langage naturel et l'oculométrie
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Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis
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Reading in the presence of macular disease: a mini-review.
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In: Ophthalmic & physiological optics : the journal of the British College of Ophthalmic Opticians (Optometrists), vol 40, iss 2 (2020)
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Evaluating Test Consequences Based on ESL Students’ Perceptions: An Appraisal Analysis ...
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What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models
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Abstract:
Reading comprehension (RC) is often viewed as a multi-faceted, multi-layered construct (Broek & Espin, 2012; Duke, 2005; Graesser & McNamara, 2011; Perfetti & Stafura, 2014), which manifests through complex interactions among three broad factors: the reader, the passage, and the task, all residing in a particular socio-cultural context (RAND Reading Study Group, 2002). Drawing on the item difficulty modeling paradigm, this study examined how these three factors as well as their interactions affected comprehension difficulty. Specifically, the study used explanatory item response models (De Boeck & Wilson, 2004) to analyze a vertically-scaled item response matrix from an operational online assessment, which included a wide range of readers (n=10,547) as well as of passages (n=48), covering grades 1 through 12+. Analyses indicated that it is text features, as measured by computational text analyzers, rather than task features as coded by human raters, that explained over half the variance in item difficulty, after controlling for student general vocabulary knowledge. Specifically, sentence length, word frequency, syntactic simplicity, and temporality (i.e., the extent to which the text has time markers) were found to significantly affect comprehension difficulty in both model building and cross validation analyses. Further, small but significant interaction effects were found, indicating that these textual effects were moderated by student general vocabulary knowledge as well as task demands as captured by item types. In general, readers with higher vocabulary knowledge benefitted more from traditional textual affordances (e.g., shorter sentences, familiar words) than their peers with lower vocabulary knowledge, especially when questions asked them to recall specific localized information without accessing the source passage. However, a reverse effect was found with temporality: passages with more time markers helped low vocabulary readers, while it was low temporality passages that helped high vocabulary readers. The implications of these findings as well as their limitations are discussed as they relate to the measurement of RC and to instructional practice.
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Keyword:
assessment; Educational tests & measurements; item response theory; reading comprehension; text complexity
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URL: https://escholarship.org/uc/item/36j1p7hr
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Using Vocabulary Matching Curriculum Based Measurement to Monitor the Progress of Students in Science Courses
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What Makes Reading Difficult? An Investigation of the Contribution of Passage, Task, and Reader Characteristics on Item Difficulty, Using Explanatory Item Response Models
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Unattended consequences. How text responses alter alongside PISA's mode change from 2012 to 2015
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In: Education Inquiry 10 (2019) 1, S. 34-55 (2019)
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An Examination of the Predictive Validity of Early Literacy Measures for Spanish-Speaking English Language Learners in First Grade
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In: Hatch, Abigail Ann. (2018). An Examination of the Predictive Validity of Early Literacy Measures for Spanish-Speaking English Language Learners in First Grade. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/7wk2m8z7 (2018)
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The 1-min Screening Test for Reading Problems in College Students: Psychometric Properties of the 1-min TIL
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A critical examination of standardized testing of Minority Language Children
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A Critical Examination of Standardised Testing of Minority Language Children
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Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector ; Impact of shared reading and pre-reading skills in the reading learning process
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Gutiérrez-Fresneda, Raúl. - : Centro de Estudios de Promoción de la Lectura y Literatura Infantil (CEPLI), 2017. : Universidad de Castilla-La Mancha, 2017
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Efecto de la lectura compartida y las habilidades prelectoras en el aprendizaje lector
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Gutiérrez Fresneda, Raúl. - : Universidad de Castilla-La Mancha: Centro de Estudios de Promoción de la Lectura y Literatura Infantil (CEPLI), 2017
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