ERIC Number: ED167633
Record Type: RIE
Publication Date: 1977-Apr
Reference Count: 0
Comparing Rasch Calibration of Passage Reading Difficulty with Spache or Dale-Chall Passage Readability Estimates.
Kidder, Steven J.
The utility and precision of scaling 200 relatively short reading passages were analyzed using a Rasch-based measurement technique as compared to readability estimates using the Spache or Dale-Chall formulas. In addition, a regression model was specified for predicting the grade level of a text a student could literally comprehend based on performance using the Rasch-scaled passages. The Rasch-based scaling required approximately 10,000 students distributed evenly across grades 1 to 12. Correlation, linear, and non-linear regression techniques were used for analysis. These analyses supported the conclusion that Rasch-based scaling of passage difficulty was more precise than the scaling based on Spache or Dale-Chall readability formulas. In addition, Rasch passage difficulty could be estimated reasonably well from the Spache or Dale-Chall readability estimates, and Rasch passage difficulty could be used to accurately predict the grade level of text a student could literally comprehend. It was recommended that the 200 Rasch-scaled passages be used for monitoring increases in student ability to literally comprehend written discourse and that they be used as the dependent variable in studies or computer programs designed to predict the difficulty or readability of written discourse. A sample item is appended. (Author/CTM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Dale Chall Readability Formula; Rasch Model; Rasch Scaled Scores; Spache Readability Formula
Note: Paper presented at the Annual Meeting of the American Educational Research Association (61st, New York, New York, April, 1977)