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ERIC Number: ED531523
Record Type: Non-Journal
Publication Date: 2008
Pages: 32
Abstractor: As Provided
Reference Count: 3
Instrument Development Procedures for Rapid Reading Rate Measures. Technical Report # 08-05
Liu, Kimy; Carling, Kristy; Geller, Leanne Ketterlin; Tindal, Gerald
Behavioral Research and Teaching
In this study, we describe the development of rapid reading measures, sentences presented to students in a nearly subliminal manner, with a literal comprehension question asked following their removal. After administering alternate forms of these measures to students, we present the results from three statistical analyses to ascertain their technical adequacy: classical test theory, 1-parameter Item Response Theory (IRT), and 2-parameter IRT. We conclude by noting considerable similarity of the results and recommend all analyses as offering valuable information. Appended are: (1) Estimates of item difficulty under the Classical Test Theory (CTT) Model; (2) Item Parameters Using the Rasch Item Response Model; (3) Item Parameters Using the 2PL Model; (4) Item Scale Scores Using the 2PL Model; and (5) Final Item Order. (Contains 23 tables.)
Behavioral Research and Teaching. 175 Lokey Education 5262 University of Oregon, Eugene, OR 97403. Tel: 541-346-3535; Fax: 541-346-5689; Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: University of Oregon, Behavioral Research and Teaching (BRT)