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ERIC Number: EJ1069893
Record Type: Journal
Publication Date: 2015-Sep
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1534-5084
Evaluation of the Utility of the "Revised Get Ready to Read!" For Spanish-Speaking English-Language Learners through Differential Item Functioning Analysis
Farrington, Amber L.; Lonigan, Christopher J.; Phillips, Beth M.; Farver, JoAnn M.; McDowell, Kimberly D.
Assessment for Effective Intervention, v40 n4 p216-227 Sep 2015
Children who are Spanish-speaking English-language learners (ELLs) comprise a rapidly growing percentage of the population in U.S. schools. To determine which of these children have weaker emergent literacy skills and are in need of intervention, it is necessary to assess emergent literacy skills accurately and reliably. In this study, 1,318 preschool children were administered the "Revised Get Ready to Read!" (GRTR-R), and item-response theory analyses were used to evaluate and compare the item-level characteristics of the measure. Results of differential item functioning (DIF) analysis identified significant DIF for seven items. Correlational analysis demonstrated that ELL children's scores on the GRTR-R were more strongly related to oral language skills than were non-ELL children's scores. These results support the use of the GRTR-R as a screening tool for identifying ELL children who are at risk for developing reading problems.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (NIH); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: HD060292; R305B090021