ERIC Number: EJ1230616
Record Type: Journal
Publication Date: 2019-Sep
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1534-5084
EISSN: N/A
Internal Structure and Item Characteristics of the Phonological Awareness Literacy Screening in Spanish for Preschool
Meyer, J. Patrick; Invernizzi, Marcia A.; Ford, Karen L.
Assessment for Effective Intervention, v44 n4 p267-280 Sep 2019
We used multidimensional item response theory to test the internal structure of the Phonological Awareness Literacy Screening in Spanish for Preschool and test for item parameter drift. The measure is aligned with the simple view of reading, which defines reading as consisting of two equally important dimensions: decoding and language comprehension. It involves 134 items grouped into nine different tasks. We administered a pilot version of the measure to 677 students in 2014 and a final version to 968 students in 2015. We did not find evidence that code-related skills and oral language are distinct but correlated dimensions among preschoolers. Rather, a single general dimension of early literacy with task-related specific dimensions fit best. A benefit of our modeling approach is that we can examine the internal structure while also evaluating the difficulty and discrimination of individual items. Results suggest a stable ordering of items within tasks and that some Spanish letters are learned more easily than others.
Descriptors: Phonological Awareness, Screening Tests, Spanish, Alphabets, Language Processing, Oral Language, Correlation, Preschool Children, Decoding (Reading), Item Response Theory, Item Analysis, Task Analysis, Emergent Literacy, English (Second Language), Second Language Learning, Factor Structure
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A130469