Sheila R Brutten

Biographic Data

ID1692245
NAMESheila R Brutten
GIVEN NAMESSheila R
FAMILY NAMEBrutten
SIGNATUREBRUTTEN S R
AFFILIATIONSSouthern Illinois University
VERIFIEDNo
TOTAL WORKS10
TOTAL CITATIONS7
AUTHOR COUNT10
EDITOR COUNT0
FIRST PUBLICATION YEAR1985
LATEST PUBLICATION YEAR1996
H-INDEX2

  • An investigation of patterns of discontinuous learning: Implications for ESL measurement

    Open AccessKyle Perkins, Sheila R Brutten et al.ARTICLELanguage Testing1996

    Research from cognitive psychology, L2 acquisition and psychometry sug gests that competence/proficiency is multidimensional, and that proficiency does not always develop at the same rate in all its domains. In particular, L2 acquisition research indicates that competence does not always develop in a linear, monotonic pattern at an equal rate in all its component parts owing to restructuring and reorganization. Rehearsal, automatic and controlled…

  • From conventional to computer-adaptive testing of ESL reading comprehension

    Open AccessR A Young, Richard F Young et al.ARTICLESystem1996Cited by: 1References: 1

  • A comparative item analysis study of a language testing instrument

    Open AccessTrudy Reynolds, Kyle Perkins et al.ARTICLELanguage Testing1994

    The goals of this study were threefold: (1) to provide a comparative analysis of five different item analysis indices using both IRT and non-IRT indices; (2) to describe the characteristics of flagged items; and (3) to investigate the appropriateness of logistic regression as an item analysis technique for further studies. The performance of five item analysis indices was examined in this study; p-value, point-biserial correlation, Rasch b parame…

  • A concurrent validity study of an ESL indirect measure of writing

    Open AccessKyle Perkins, Sheila R Brutten et al.ARTICLEInternational Journal of Applied…1991

    This study reports a concurrent validity study of an ESL indirect measure of writing based on an information‐processing approach. The indirect measure consisted of anagram‐solving, word‐reordering, sentence‐reordering, and paragraph‐assembly tests. The criterion measure was a direct, holistic measure of writing. Stepwise multiple regression results and a disattenuated validity coefficient indicated that the experimental indirect measure did not e…

  • A Factor Analysis of Direct and Indirect Measures of English as a Second Language Writing Ability

    Open AccessKyle Perkins, John T Pohlmann et al.ARTICLEEducational and Psychological…1988

    This paper reports the results of a study to determine whether an analysis of objective test measures and holistically scored composition data would support a single or a multifactor theory of writing assessment and to determine which category of measure-direct or indirect-was the more reliable. Four experimental objective tests of writing ability based on an information-processing approach were administered to one hundred foreign university stud…

  • A Behavioral Anchoring Analysis of Three ESL Reading Comprehension Tests

    Kyle Perkins, Sheila R BruttenARTICLETESOL Quarterly1988

    This article reports the results of a behavioral anchoring analysis of three ESL reading comprehension tests. For each test, anchor points on a continuum of ability level were selected for analysis. Items that discriminated between adjacent anchor points were batched and analyzed in terms of their relation to the structure of the text, the reader's prior knowledge, and the cognitive processes required to answer the question. The results indicated…

  • Using a Facet Design to Assess the Effects of the Form, the Source, and the Frequency of Information Necessary to Answer ESL Reading Comprehension Questions

    Open AccessKyle Perkins, Sheila R BruttenARTICLELanguage Learning1988References: 3

    Determining what reading comprehension questions actually measure is difficult to ascertain objectively. Facet theory and design suggest a means to define operationally what a given item measures by studying how an item is related to textually or nontextually based information. Three facets or structs (the form of information [explicit or implicit], the source of information [text or nontext], and the frequency with which the information appeared…

  • The Effects of Language Group, Proficiency Level, and Instruction on ESL Subjects' Control of the D and Z Morphemes

    Sheila R Brutten, John T Mouw et al.ARTICLETESOL Quarterly1986

    Sheila R. Brutten, John T. Mouw, Kyle Perkins, The Effects of Language Group, Proficiency Level, and Instruction on ESL Subjects' Control of the {D} and {Z} Morphemes, TESOL Quarterly, Vol. 20, No. 3 (Sep., 1986), pp. 553-559

  • Derivational Complexity and Item Difficulty in a Sentence Repetition Task

    Open AccessKyle Perkins, Sheila R Brutten et al.ARTICLELanguage Learning1986Cited by: 3References: 16

    This paper reports the results of an analysis to determine whether derivational complexity is a determinant of item difficulty in a sentence repetition task. Fifty ESL subjects took a 26 item sentence repetition test. It was possible to estimate Rasch item difficulty indices for 18 items. The high-difficulty items were derivationally more complex than the low-difficulty items; however, predictions made in the early derivational complexity researc…

  • Music and Memory: Predictors for Attained Esl Oral Proficiency

    Open AccessSheila R Brutten, Paul J Angelis et al.ARTICLELanguage Learning1985Cited by: 3References: 8

    This article presents the results of an empirical concurrent validation study in which measures of musical ability (pitch, loudness, and rhythm), auditory discrimination, and memory were used to account for variance in attained ESL oral proficiency. Memory was a significant, though tenuous, predictor of variance in the dependent variable. In addition, significant differences were noted for the different language groups and for the different tests…