A Rasch model prototype for assessing vocabulary learning resulting from different instructional methods: a preschool example.
This study explored the effects of using Rasch modeling to analyze data on vocabulary knowledge of preschoolers who participated in repeated read-aloud events and hands-on science activities with their classroom teachers. A Rasch prototype for literacy research was developed and applied to the preschool data. Thirty-one target words were selected for analysis from three children's informational picture books on light and color. After different instructional activities, each child received scores on individual target words measured with a total of six assessments, including free response vocabulary tests and expressive and receptive picture vocabulary tests. Rasch modeling was used to assess the learning difficulty of target words in different instructional settings. Suggestions are made for applying Rasch modeling to classroom studies of instructional interventions.
Leung
Cynthia B
CB
USF St. Petersburg, College of Education, St. Petersburg, FL 33701, USA. leung@stpt.usf.edu
Lang
William Steve
WS
D002675:Child, Preschool; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D015233:Models, Statistical; D011594:Psychometrics; D015144:Southeastern United States; D011795:Surveys and Questionnaires; D014825:Vocabulary