NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ789948
Record Type: Journal
Publication Date: 2008-Apr
Pages: 20
Abstractor: Author
Reference Count: 23
ISSN: ISSN-0895-7347
Using a Multidimensional Differential Item Functioning Framework to Determine if Reading Ability Affects Student Performance in Mathematics
Walker, Cindy M.; Zhang, Bo; Surber, John
Applied Measurement in Education, v21 n2 p162-181 Apr 2008
Many teachers and curriculum specialists claim that the reading demand of many mathematics items is so great that students do not perform well on mathematics tests, even though they have a good understanding of mathematics. The purpose of this research was to test this claim empirically. This analysis was accomplished by considering examinees that differed in reading ability within the context of a multidimensional DIF framework. Results indicated that student performance on some mathematics items was influenced by their level of reading ability so that examinees with lower proficiency classifications in reading were less likely to obtain correct answers to these items. This finding suggests that incorrect proficiency classifications may have occurred for some examinees. However, it is argued that rather than eliminating these mathematics items from the test, which would seem to decrease the construct validity of the test, attempts should be made to control the confounding effect of reading that is measured by some of the mathematics items. (Contains 1 footnote and 3 tables.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A